Download - History australian curriculum sws

The Australian Curriculum in NSW public schools

Supporting the implementation of new syllabuses and

History K-10

NSW Curriculum and Learning Innovation Centre

DEC support website


Professional learning: Leadership

The leadership courses:• support schools in leading improvement, innovation and change• are aligned to both the key accountabilities of the role of the

principal in the Department and to the National Professional Standard for Principals. Understanding educational change - provides a clear focus for

understanding research and introduces a change model suitable for major educational change such as curriculum implementation.

Implementing educational change - provides aspiring, newly appointed and current school leaders with a deeper understanding of the successful implementation of educational change.

Leading educational change with your team - provides processes and frameworks to lead educational change in the participant's stage/faculty/school.


Professional learning: New curriculum

The first 2 courses assist schools to review curriculum planning, programming teaching, assessing and reporting practices and how well they meet the learning needs of students:

The Learner and the New Curriculum provides a focus on diverse learning needs in the 21st Century and introduces the new curriculum. Course duration: 2 hours at the key stage of Professional competence.

Teaching for the New Curriculum assists schools to explore curriculum planning and programming, teaching and assessment practices in your school. Course duration: 2 hours at the key stage of Professional competence.


Professional learning: New curriculum Your school and the new syllabuses These courses support the

introduction of new curriculum in schools by examining each syllabus,

analysing needs and formulating implementation plans. Choose the

course or courses that best suit your needs. These courses are intended

to be completed collaboratively such as in faculty or stage groups. Course

duration: 5 hours at the key stage of Professional competence.

Programming for quality teaching and assessing provides a guided

approach to curriculum planning and the development of teaching

programs. Course duration: 10 hours at the key stage of Professional

competence.


DEC developed high quality, registered professional learning courses Courses delivered flexibly and facilitated by schools

The learner and the new curriculum Teaching for the new curriculum Your school and the new syllabuses Programming the new syllabuses

Accessed through MyPL@Edu Accredited with the NSWIT for teachers at Professional Competence and higher

Curriculum specific professional learning courses

See your principal to schedule these

courses


Building capacity resources

• Resources are being developed to build teachers' capacity to understand aspects of the syllabuses that are new or may be challenging.

• They are intended to be used for professional learning and to complement familiarisation with the new syllabuses.


Building capacity – history 7-10

For Title and link

Secondary World history approach

Overviews and depth studies teacher resource

Patterns of study for history: a discussion

http://www.tale.edu.au/tale/live/teachers/shared/BC/hist_wrld_hist.pdf

http://www.tale.edu.au/tale/live/teachers/shared/BC/hist_ovw_dpth.pdf

http://www.tale.edu.au/tale/live/teachers/shared/BC/hist_ovw_dpth.pdf


For more information

• Up-to-date information about the NSW syllabuses for the Australian curriculum can be found through the icon in your staff portal and at the

Department’s intranet.

https://detwww.det.nsw.edu.au/australiancurriculuminnsw


Course 1. The learner and the new curriculum

• What are the needs of the learners of today and in the future?

• How will the new curriculum meet the needs of learners?• What is the diversity of learning needs in your

classroom?• How will the content you teach and the way you teach

cater for the diverse learners in your classroom?• What are some of the capacities needed by today’s

learners?• What does this mean for teaching practice?


Course 1. The learner and the new curriculum

• Provides a focus on diverse learning needs in the 21st Century and introduces the new syllabuses.

• Course duration: 2 hours at the key stage of Professional competence.


Course 2. Teaching for the new curriculum

• Assists schools to implement the new curriculum effectively by exploring planning and programming, teaching and assessment practices.

• Course duration: 2 hours


Course 2. Teaching for the new curriculum

• Curriculum planning and programming is the process of translating policies, curriculum requirements and NSW syllabuses into teaching, assessing and reporting practices

• Consider how planning and programming are currently done in your school

• Explore reasons for planning and programming

• Explore principles that identify some key features of effective curriculum planning and programming

• Develop a sequence for planning and programming.


Course 3. Your school and the new syllabuses

Courses in English, mathematics, science (incorporating technology in K-6) and history (7-10).

Aim and rationale A walk through the syllabus, highlighting some of

its key features Progression of learning via objectives and

outcomes Audit Action plan


Course 3. Your school and the new syllabuses

Content requirements

Capacity to address objective and

outcomes

AssessmentLearning programs

Current resources

Physical requirements

Reporting

Cross syllabus content

Audit


• There is an expectation that you have engaged with the Curriculum planning and programming for quality teaching, assessing and reporting document and have considered current practices for curriculum planning.

• Generate a unit of learning that aligns with a scope and sequence and provides rich opportunities for learning and assessment based on the NSW syllabuses for the Australian Curriculum.

Course 4. Programming for quality teaching and assessing


Maang

Key features of the History K-10 syllabus


Syllabus documentation

http://syllabus.bos.nsw.e

du.au/


Syllabus documentation

Left-hand navigation panel

Filter by:•Syllabus•Stage•Learning Across the Curriculum areas


How does the NSW History K-10 syllabus include the Australian Curriculum?

Australian Curriculum New NSW syllabuses

Stage-based Outcomes and content

Year-based Content

General capabilities,Cross-curriculum priorities

Cross-curriculum areas embedded in content as appropriate to individual learning areas


The place of the history K-10 syllabus


History: Aim

Is to stimulate students' interest in and enjoyment of exploring the past, to develop a critical understanding of the past and its impact on the present, to develop the critical skills of historical inquiry and to enable students to participate as active, informed and responsible citizens.


AC: Cross-curriculum priorities

Three cross-curriculum priorities:• Aboriginal and Torres Strait Islander histories

and cultures • Asia and Australia's engagement with Asia • sustainability

In History Years 7-10, cross-curriculum priorities enable students to develop understanding about and address the contemporary issues they face.


AC: General capabilities

Seven general capabilities:

• critical and creative thinking

• ethical understanding

• information and communication technology capability

• intercultural understanding

• literacy

• numeracy

• personal and social capability

General capabilities encompass the knowledge, skills, attitudes and behaviours to assist students to live and work successfully in the 21st century.


Learning across the curriculum

Learning across the curriculum content assists students to achieve broad learning outcomes and includes the Australian curriculum components for:

• cross-curriculum priorities

• general capabilities

The Board of Studies NSW has also identified three other areas as important learning for all students:

• Civics and citizenship

• Difference and diversity

• Work and enterprise


Learning across the curriculum

Learning across the curriculum enables students to develop understanding about and address the contemporary issues they face.

•Aboriginal and Torres Strait Islander histories and culture

•Asia and Australia’s engagement with Asia

•Sustainability

•Critical and creative thinking

•Ethical understanding

•Information and communication technology capability

•Intercultural understanding

•Literacy

•Numeracy

•Personal and social capability

•Civics and citizenship

•Difference and diversity

•Work and enterprise


Stage statements

Stage statements are summaries of the knowledge, understanding, skills, values and attitudes that have been developed by students as a result of achieving the outcomes for each stage of learning.

Replaces the Foundation Statements for K-6


Key historical concepts

A continuum of learning with descriptions for all stages:

•Continuity and change

•Cause and effect

•Perspectives

•Empathetic understanding

•Significance

•Contestability


Historical skills

Described for all stages:•Comprehension, chronology, terms and concepts•Analysis and use of sources•Perspectives and interpretations•Empathetic understanding•Research•Explanation and communication


Organisation of content

HSIE K-6: history


HSIE K-6: History

• History K-6 only replaces the strand of Change and Continuity

• The remaining strands of the current HSIE K-6 syllabus still need to be taught

• The time allocated to Human Society and Its Environment will remain the same in primary schools.


When will HSIE K-6: History be implemented?

• 2015 Optional

• 2016 Mandatory

• However there are significant similarities HSIE K-6 to the content for historical knowledge and understanding

• Primary teachers may be unfamiliar with key historical concepts and historical skills.


Primary content

Stage 3 The Australian colonies

and Australia as a

nation

Stage 2 Community and remembrance and

First contacts

Stage 1 Present and

past family life and

The Past in the Present

Early Stage 1 Personal and

family histories

Key features of the History 7-10 syllabus


What is familiar for Years 7-10?

• objectives and outcomes

• stages

• key inquiry questions and an inquiry based approach

• site studies – mandatory for Stage 4 and 5

• elective history for Stage 4 and/or Stage 5

• life skills outcomes – identified with the Stage 4 and Stage 5 outcomes


What are the differences 7-10?

• revised chronological historical periods

• content is organised in overviews and depth studies

• key historical concepts and skills continuums


When will History 7-10 be implemented?

• 2014 Years 7 and 9

• 2015 Years 8 and 10

• 2016 all years


Key features: Objectives and outcomes

Organised using knowledge and understanding, and skills objectives•four knowledge and understanding outcomes

•six historical skills outcomes


Key features: Concepts and skills

Concepts:• continuity and change• cause and effect• perspectives• empathetic

understanding• significance• contestability

Skills:• comprehension, chronology,

terms and concepts• analysis and use of sources• perspectives and

interpretations• empathetic understanding• research• explanation and

communication


Concepts and skills

• An emphasis on the skills of historical inquiry and historical concepts.

• A continuum of learning is described for concepts and skills.


Interconnection of history syllabus elements

Organisation of the History 7-10 syllabus


Key inquiry questions

There are 4 key inquiry questions for each time period in the syllabus. •The key inquiry questions are addressed over the depth studies for the time period. •The overview can support the key inquiry questions.•All of the key inquiry questions need to be addressed by the end of the time period study.


Overviews

Identify a specific historical period•take approximately 10% of teaching time•may be used as an overall introduction to the depth studies

or •may be integrated within one or more of the historical period depth studies.


Depth Studies

• for each historical period there are three depth studies

• within each depth study there are up to four electives

• each depth study focusses on a particular society, event, movement or development.


Overviews and Depth Studies


The syllabus chronology: Stages 4 and 5

The ancient world

(approx. 60,000BC – c. AD 650)

The ancient to the

modern world

(c. AD 650 – c. 1750)

The making of the

modern world

(1750 – 1945)

The modern world and Australia

(1945 to present)


Stage 4

Consists of two parts, each with 50 hours minimum teaching time

1.The Ancient World

• Students investigate ancient history from the time of the earliest human communities to the end of the ancient period (approx 60 000 BCE to c.650 CE)

2.From the Ancient to the Modern World

• Students focus on the history of the end of the ancient period to the beginning of the modern period (approx c.650 CE - 1750)


Stage 4: The Ancient World (approx. 60 000 BC to c. AD 650)


Stage 4: The Ancient to the Modern World(c. AD 650 to c. 1750)


Stage 5

Consists of two parts, each with 50 hours minimum teaching time

1.Making of the Modern World• Students study the making of the modern world from

1750 to 1918.

2.The Modern World and Australia• Students focus on the history of the Modern World

and Australia from 1918 to the present.


Stage 5: The Making of the Modern World(c. 1750 to 1945)


Stage 5: The Modern World and Australia(1945 to the present)


Depth Study 6 – School-developed topic drawn from either of the Stage 5 overviews

• The Vietnam Era• The Holocaust• UN Peacekeepers• Terrorism• Genocide• Gulf War – Iraq War• European Union• Internet• Arab Spring• China• Threat of Nuclear War• etc


Depth Study 6 – give each topic a focus

• People Power’: Non-Violent Revolutions 1986-2010• ‘A Problem From Hell’: Genocide since the 1990s• ‘Jihad’: Global Terrorism and International responses 2001-2011• ‘Awakening Giant’: China’s Transformation 1989-2010• Russia from Yeltsin to Putin, 1990-2010• ‘Eve of Destruction’: Dealing with the Threat of Nuclear Weapons 1990-

2010• ‘Pax Democratica’: Citizens’ Movements for Global Democracy 1990-2010• ‘The Digital Revolution’: The Origin of Cyberspace 1991-2010• ‘Soldiers of Peace’: UN Peacekeeping in Rwanda and East Timor 1993-

2002• ‘Euro Zone’: The History of the European Union 1993-2011• ‘Mission Accomplished’?: US Intervention in the Middle East 1990-2010• ‘Apartheid to Democracy’: South Africa 1980-2010• ‘Castro’s Vision Under Challenge’: Cuba 1990-2010


Site Study

• All students must complete a site study in Stages 4 and 5.

• A virtual site study can be used if appropriate.


Elective history

• The current provision for an additional elective study of History will remain.

• Students may undertake 100 or 200 hours in Stage 4 and/or Stage 5.

• The elective course is the current History Years 7-10 syllabus (2003).

• The topics chosen from elective History must not overlap significantly with any topics selected from the K-10 History syllabus.


Life skills

• Advice about students with special education needs is provided in the syllabus introduction

• life skill outcomes for stage 4 and 5• content for stages 4 and 5.


Opportunities

Clear chronology and choices from Year 7 through to Year 10 that allows flexibility for:

•topic selection that support community interests

•topic choices that engage students in historical inquiry

•in depth historical inquiry

•the development of an optional school based topic in Stage 5

•schools plan a cohesive pattern of learning in history from Year 7 through to years 11 and 12 in both modern and ancient history.


Resources for the new syllabus

• Many existing resources will be suitable for the new syllabus

• Resources labelled for the Australian Curriculum are not necessarily suitable for the new NSW History syllabus

• K-6 resources may not be appropriate for the new (or existing syllabus)

• Teachers will require support for new content or school developed topics

• Access to resources both state and national will continue to be available though the portal


Questions?

The opportunities

Planning and programmingHigh expectationsDifferentiationAssessment


Teaching for the new curriculum


Curriculum planning and programming

1. be responsive to student needs

2. provide a seamless progression of learning within and across school

years

3. focus on learning of high intellectual quality and significance

4. make explicit high expectations for learning and achievement

5. enhance professional practice through collaborative development and

evaluation.


A sequence for curriculum planning and programming

Leadership: clear actions, responsibilities and reflectionProgramming: to support quality teaching, assessing and reporting

Leadership: clear actions, responsibilities and reflectionProgramming: to support quality teaching, assessing and reporting

Scope and sequence: systematic and explicit plan for building student knowledge, skills, understandings, values and attitudes

Units of learning containing:•Strategies for differentiation•Assessment for, as and of learning•Explicit high expectations•High intellectual quality and significance

Units of learning containing:•Strategies for differentiation•Assessment for, as and of learning•Explicit high expectations•High intellectual quality and significance

• Work from the scope and sequence• Monitor, assess and record students’

achievement and development• Engage and enrich student experience


Responsive to students’ needs

Every student …

•has unique abilities and potential

•has needs shaped by background

•is entitled to learning across the curriculum

•needs teachers to accept that learning experiences are social and collaborative

•needs teachers to cater for abilities

•needs teachers to have high expectations

References:

A Research Basis Supporting Differentiated Instruction

The learner and the new curriculum


Responsive to student needs

Teachers should consider the diverse range of student learning abilities and needs when planning and programming. Differentiation of learning programs may include changes to one or more of the following:

• learning environment (environment and resources available)

• content (what students learn)

• process (how students learn)

• product (how students demonstrate their learning)Reference: The teacher and the new curriculum


High expectations

Student learning is more likely to be successful when teachers have high expectations for every student and differentiate their practice to support student learning.


High expectations

High expectations of all students are communicated, and conceptual risk taking is encouraged and rewarded.

Quality teaching in NSW public schools. Discussion paper (May 2003) NSWDET

High expectations of all students are communicated, and conceptual risk taking is encouraged and rewarded.

Quality teaching in NSW public schools. Discussion paper (May 2003) NSWDET


High expectations

Curriculum planning and programming processes, particularly at the unit and lesson level, should assist teachers to:

• find out what each student already knows and can do

• set challenging learning tasks and assessments

• build bridges between prior knowledge and experiences and new knowledge

• provide graduated assistance or scaffolding to support student learning

• provide effective feedback and encourage students to reflect on their learning.

Curriculum planning and programming for quality teaching, assessing and reporting. (October 2012) DEC NSW


Assessment

Assessment:provides opportunities for teachers to gather evidence about student achievement in relation to outcomes

enables students to demonstrate what they know and can do

clarifies student understanding of concepts and promotes deeper understanding

provides evidence that current understanding is a suitable basis for future learning.


Assessment of, for and as learning

Assessment of learning assists teachers in using evidence of student learning to assess achievement against outcomes and standards.

Assessment for learning involves teachers using evidence about students' knowledge, understanding and skills to inform their teaching.

Assessment as learning occurs when students are their own assessors. Students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and how to use assessment for new learning.


Assessment

The Board of Studies NSW released Advice on Assessment on 12 October 2012, with the following introduction:

The new Board of Studies K–10 syllabuses for the Australian curriculum continue to promote a standards-referenced approach to assessing andreporting student achievement in NSW and the importance of assessment for, as and of learning as essential components of good teaching and learning.


Principles of Assessment and Reporting

Principles of Assessment and Reporting in NSW Public Schools.


Wrap up

Targets

WPS

Welfare

TARS

Literacy

ICT

Budgets

NAPLANAccreditation

HSC

Priorities

Excursions

Programs

Reports

Sport

Schedules

Performance

Integration ILPs


Anne Southwell

HSIE Advisor

Learning and Leadership Directorate

Phone 9244 5772

[email protected]

Download - History australian curriculum sws

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