victorian curriculum history f–6 familiarisation gerry martin acting curriculum manager history...
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Victorian Curriculum History F–6 Familiarisation
Gerry Martin
Acting Curriculum ManagerHistory 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
• F–2 consolidated from three contexts to two to remove duplication and repetition. Renamed as Personal Histories and Community Histories
• Levels 3-4 Community and Remembrance has been renamed Community, Remembrance and Celebrations
• Richer material has been included to strengthen the historical content. Level 3-4:o One significant narrative, myths or celebration from
the past (VCHHK075)
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 emphasised 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
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
Scope and Sequence
Progression of Historical Concepts and Skills
Historical Knowledge
Achievement Standards at two level bands
Strand: Historical Knowledge Levels 3 and 4Historical Concepts and skills are explicit.
First contacts The diversity and longevity of Australia’s first peoples and the significant ways
Aboriginal and Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the effects on their daily lives (VCHHK078)
The journey(s) of a significant world navigator, explorer or trader up to the late eighteenth century, including their contacts with and effects on other societies(VCHHK079)
Stories of the First Fleet, including causes and reasons for the journey, who travelled to Australia, and their experiences and perspectives following arrival(VCHHK080)
The nature of contact between Aboriginal and Torres Strait Islander peoples and others, for example, the Macassans and the Europeans, and the effects of these interactions (VCHHK081)
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.
Example 1 Levels 3 and 4Historical Concepts and Skills Strand
• Identify the origin and content features of primary sources when describing the significance of people, places and events
• Describe perspectives of people from the past
• Identify and explain the causes and effects of European settlement and exploration
Historical Knowledge Strand
• The nature of contact between Aboriginal and Torres Strait Islander peoples and others, for example, the Macassans and the Europeans, and the effects of these interactions
Critical and Creative Thinking
Historical Concepts and Skills
Historical Knowledge
• Questions and possibilities
• Reasoning
Example 1 Levels 3 and 4• Focus Question: What was
the effects of contact between Aboriginal and Torres Strait Islander peoples and early traders, explorers and settlers?
• Activity: 3-2-1 Bridge 3 thoughts/ideas 2 questions you have 1 example from the source
Repeat for each source
Bridge: Explain how your response to each source connects and changes from your initial response.
Harvard Project Zero. (2009). 3-2-1 Bridge. Available: http://www.visiblethinkingpz.org
Liardet, W. F. E. (1875) A corroboree on Emerald Hill in 1840, Available at: http://digital.slv.vic.gov.au
Schramm, Alexander (1850) A scene in South Australia Available at: Art Gallery of South Australia, http://www.artgallery.sa.gov.au
Mundy, Godfrey (1852) Mounted Police and Blacks' depicts the killing of Aboriginals at Slaughterhouse Creek by British troop Available at the Australian War Memorial
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]