Draft Summary Australian Curriculum History

Australian Curriculum: History
Draft Summary
(Australia) March 2010
Annabel Astbury
tralian Curriculum and Assessment Authority, Australian Curriculum Documents [March 2010]
History Teachers’ Association of Victoria
Common words in Rationale for Australian Curriculum: History.
Rationale
tralian Curriculum : History
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Prepared by Annabel Astbury History Teachers ’ Image created at
Association of Victoria wordle.net
March 2010
History :
Rationale
›is a disciplined
inquiry
›
›is futures
oriented:
“enables students to

contribute more
effectively to
creating the
future.”
›
›enables specific
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skills to be
Prepared by Annabel Astbury History Teachers ’
acquired.
Association of Victoria
March 2010
Rationale
›This curriculum
takes a world
history approach.
›
›A wide range of
contexts are

included.
›
›This will enhance
students’
appreciation of
Australian History.
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March 2010
Rationale / Cross Curriculum Per
The curriculum contributes to :
›students’ understanding of Aboriginal and Torres Strait Islander cult

›the nation’s distinctive position in the Asia Pacific Region.
›sustainable patterns of living
These are cross curriculum

dimensions that are integral to
all subjects in the Australian
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Curriculum .

March 2010
The Australian Curriculum : History K - 10 aims to
develop in each student :
Aims
•Interest in , and enjoyment of, historical study for
lifelong learning and work, including their capacity and
willingness to be active and informed citizens
•
•Knowledge , understanding and appreciation of the
past and the forces that shape societies, including

. Australian society
•
•Understanding and use of historical concepts,
including evidence, continuity and change, cause and effect,
significance, empathy, perspectives and contestability
•
•Capacity to undertake historical inquiry, including
skills in the analysis and use of sources, communication and
explanation
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March 2010
Organisation of the learning ar
Australian Curriculum : History
Draft Summary
This subject is divided

into two interelated
strands :
›Historical knowledge and

understanding
›
›Historical Skills
›Historical Inquiry is
the basis for these two
strands.
Prepared by Annabel Astbury History Teachers ’ Association of Victoria

March 2010
of learning
Australian Curriculum: History
Stages
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Year 11 – Year 12
Stage 4: 15 – 18 Years of Age

March 2010
Organisation of the Conte
The curriculum is for
each year level
K – 10
The content descriptions at each
year level include:
•Preface
•The strands: (Knowledge

and Understanding
and Skills)
•Content Elaborations
•Achievement standard
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View it online:
www.australiancurriculum.edu.au
March 2010
The curriculum is for
each year level
K – 10
The content descriptions at each
year level include:
•Preface
•The strands: (Knowledge

and Understanding
and Skills)
•Content Elaborations
•Achievement standard
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View it online:
March 2010
Organisation of the conte
Strand

Content description
Click here to give feedback and to see content elabo
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March 2010
Content elaborations can be viewed via the history feedback button

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March 2010
Skills taught
Skills: Years K - 2 Skills: Years 3 - 10
Historical questions and research Historical questions and research
Analysis and use of sources Analysis and use of sources
Comprehension and communication Perspectives and interpretations

Comprehension and communication
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Skills acquired progress according to the stages of learning .

March 2010
Content : Kindergarten
Broad Inquiry Questions Knowledge and Understanding
Personal and Family Personal and family
stories
Stories ›Generational structure
›what is my story? ›The telling of personal
›what stories do other people histories
tell about their past? ›How families commemorate
›how are stories told?

Skills: Years K - 2
Historical questions and research
Analysis and use of sources
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March 2010
Content : Year 1
Past and Present Past and Present
›what happened and when? ›Measurements of time
›how do we measure and describe
time? ›Birthdays, celebrations, seasons
›how can we show that the past ›Differences of family structures
is different from the present? ›Changing roles of individuals
›has family life changed over and groups
time?

Skills: Years K - 2
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March 2010
Content : Year 2
Heritage Heritage
›why do you think the past is ›Significance of local places
important?
› ›Significant events and people in
›how can we preserve these the local community.
signs of the past?
›Importance of local communities
preserving their heritage

Skills: Years K - 2
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March 2010
Content : Year 3
Community and Remembrance Our Community
›Beliefs and practices of
›who lived here first? traditional owners of our country
›how has our own community ›Key changes and continuities in
changed over time? region or state
›why do we choose to remember ›The significance of an important
particular events from the heritage site or a site of
past? cultural or spiritual
significance in the local
community, region or state
We Remember

›The significance of selected
celebrations, commemorations,
symbols and emblems
›National commemorations
›Significance of emblems and
symbols
›
›
Skills: Years 3 - 6
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Perspectives and interpretations

March 2010
Content : Year 4
›what was life like for First Australians
Aboriginal and Torres Strait ›Diversity of cultures of A&TSI
Islander people in Australia peoples and social structures
before the arrival of the ›The Dreaming
Europeans? ›Contributions of A&TSI peoples
to the nation
›who were the early ›
navigators and explorers of
the Australian continent and Early Contacts
what were their reasons for ›Early European and Asian
these explorations? Contacts
›Navigators and explorers
›First Fleet

›what other explorations of ›Impact of colonisation upon
this kind had taken place or A&TSI peoples
were taking place ›Aspects of daily life in the
elsewhere in the world at colony
that time?
›what was the nature of Skills: Years 3 - 6

contact between Aboriginal Historical questions and research
and Torres Strait Islander Analysis and use of sources
peoples and early explorers? Perspectives and interpretations
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March 2010
Content : Year 5
›what do we know about the lives Colonial Lives
of people in Australia’s past? ›Overview of development of
› colonial Australia
›how did Australian colonies ›Characteristics of convict
develop during the nineteenth settlement
century? ›Individuals or groups important
› to colonial development
›why and how did Australia become ›A key event that demonstrates a
a nation? milestone in colonial history for
Australia

Stories of Nationhood
›Federation
›Australia’s form of government
and how representative it was at
the time
›Australia’s form of government
compared with other nations at
the time and different stories of
nationhood
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Skills: Years 3 - 6
March 2010
Content : Year 6
Australia and the world
›how did Australia’s links around Australia , The British
the turn of the 19th century to Empire and Asia
Britain and the Asia-Pacific ›Significance of Australia’s
influence Australian society? British Heritage
›Australia’s links with Asia-
Pacific Region
›what significant world events ›Other countries’ perceptions of
contributed to Australia’s Australia during the early 20th
migration patterns? Century
›how has Australia evolved into a New Australians
culturally diverse society? ›The development of a culturally

› diverse society from 19th century
›Stories of and reasons for
migration
›Contributions of migrants to
Australian life
›A migrant narrative
Skills: Years 3 - 6
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March 2010
Content : Year 7
All of these topics will be undertaken
What Was the Ancient ›Depth Study: What is History?
World? ›
›what is history? ›Overview: What is the Ancient
›what are the defining
World?
characteristics of ›
societies? ›Depth Study: The Ancient
World (Egypt or Greece or
›how did people live in Rome)
other times and other ›
places? ›Depth Study: The Ancient
World (China or India or

›who should rule in a Australasia
society?
›
›Depth Study: The Ancient
World (School developed study)
•May be based on previous
contexts or other contexts.
•could focus on ONE or more
of the following: a
significant event, person,
group, movement, mystery or
discovery
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Skills: Years 7 - 10
March 2010
Content in Depth Studie
The Ancient World: Egypt or Greece or Rome
Key Knowledge for Depth Study
of points that would have to›Abechronological
covered in account
a depthofstudy
the significant
periods, events and people
›The economic, social and strategic importance of

the main geographical features, including
landforms and resources, and the geographic
location of the society in the broader region
›The social, military and political structures of

the society, particularly how people lived, how
they fought and how they were governed

›Significant developments in the areas of art,
architecture, technology, thinking and literature
›The important cultural practices, beliefs,

values and customs and the impact on people’s way
of life
›The short and long term impact in and beyond

the region of the key events, ideas and people
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March 2010
Content : Year 8
The Medieval World ›Overview: The Medieval World
›how do beliefs and values
influence people ’ s way of ›Depth Study: Medieval Europe
life? ›Depth Study: Asian Societies
›how do societies interact? ›Depth Study: Expanding
›why do societies change?
Horizons
›The Renaissance and exploration
›Depth Study: Medieval World
(School Developed Study)
›May be based on previous

contexts or other contexts.
›could focus on ONE or more of
the following: a significant
event, person, group, movement,
mystery or discovery
Skills: Years 7 - 10
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March 2010
Content : Year 9
The Making of the Modern ›Overview: The Making of the
World and Australia Modern World and Australia
›what is progress? ›
›how are societies
›Depth Study: Technology,
influenced by global progress and social change
Industrial Revolution
changes?
›how do societies understand ›Depth Study: Asia and the

their indigenous past? Pacific World
›
›Depth Study: The Making of an

Australian Nation
Australia in the 19th century
Federation
›
›Depth Study: The Making of
the Modern World and
Australia (School developed
study)
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March 2010
Content : Year 10
Australia in the Modern ›Overview: Australia in the
World Modern World
›why do nations go to war and how ›
does war change a society?
›Depth Study: The Great War
›how do people struggle for and its aftermath
Gallipoli / Western Front campaigns
rights and freedoms? Anzac Legend
› Homefront
›how does a nation deal with its Returned Service people
past and attempt to shape the The effect of the Great Depression on
future? Aust.
Origins of WW2 and Aust’s role in it.

Significance of WW2, incl. Holocaust
›Depth Study: Struggles for

Freedoms and Rights
Attempts at peacemaking gaining human
rights through organisations and
treaties.
Effects of Cold War on Human Rights.
The origins and consequences of anti-
colonial movements and civil rights
movements (one of four contexts to be
chosen)
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Case Study of individual, group,
movement and event

March 2010
Content : Year 10
Depth Study: Social and

Australia in the Modern
World Cultural Influences
›why do nations go to war and how The nature and type of change in
does war change a society? popular culture during this
century.
›how do people struggle for
rights and freedoms? A decade in Australia’s twentieth
› century history, compared with the
›how does a nation deal with its present, with a particular
past and attempt to shape the emphasis on the following: family,
future? work, education, health, leisure,
transport and communications.

The impact on the Australian way
of life of ONE the following
developments:
migration
women’s liberation movements
concern for the environment
urbanisation
and ONE other significant social
development
›
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March 2010
Each year level has an achievement
standard .
Assessment
Samples

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March 2010
What is a depth study?
Definition from Australian Curriculum Website
A depth study is a closer investigation of a particular

topic, for example the study of an ancient civilisation, which
allows time for more detailed discussion. It provides
students with the opportunity to develop and apply the
concepts and skills of historical understanding to events,

periods, people and societies of particular significance.
Depth studies commonly employ close reading of
historical texts, investigation of primary sources ,
activities (such as site and museum visits), teacher
exposition and student inquiries. It is a sustained,
concentrated and resource-rich exercise.
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March 2010
Timeline for implementati
Stage 1 Implementation March – May 2010
Consultation K – 10 March – May 2010
Draft
Consultation 11- 12 April – June 2010
Draft (Victorian
Trialing 2011
Schools)
Full Implementation in 2013

all states and territories
Stage 1 = Australian Curriculum for English, Mathematics, Science and History
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March 2010
How to give feedback
www.vcaa.vic.edu.au

www.htav.asn.au
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March 2010
Contact HTAV
Annabel Astbury
Executive Director
HTAV
Suite 105, 134- 136 Cambridge Street

Collingwood, VIC 3066

a.astbury@htav.asn.au
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March 2010

Draft Summary Australian Curriculum History

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Australian Curriculum: History

tralian Curriculum : History

tralian Curriculum : History

tralian Curriculum : History

These are cross curriculum

Prepared by Annabel Astbury History Teachers ’

tralian Curriculum : History

This subject is divided

›Historical knowledge and

Prepared by Annabel Astbury History Teachers ’ Association of Victoria

Stage 4: 15 – 18 Years of Age

tralian Curriculum : History

tralian Curriculum : History

tralian Curriculum : History

Click here to give feedback and to see content elabo

tralian Curriculum : History

Historical questions and research Historical questions and research

Analysis and use of sources Analysis and use of sources

Comprehension and communication Perspectives and interpretations

tralian Curriculum : History

Prepared by Annabel Astbury History Teachers ’

›how are stories told?

tralian Curriculum : History

Analysis and use of sources

Prepared by Annabel Astbury History Teachers ’

tralian Curriculum : History

Analysis and use of sources

Prepared by Annabel Astbury History Teachers ’

tralian Curriculum : History

Analysis and use of sources

Prepared by Annabel Astbury History Teachers ’

tralian Curriculum : History

Prepared by Annabel Astbury History Teachers ’

tralian Curriculum : History

›what was the nature of Skills: Years 3 - 6

tralian Curriculum : History

tralian Curriculum : History

tralian Curriculum : History

›The economic, social and strategic importance of

›The social, military and political structures of

tralian Curriculum : History

›The important cultural practices, beliefs,

›The short and long term impact in and beyond

tralian Curriculum : History

Prepared by Annabel Astbury History Teachers ’

›how do societies understand ›Depth Study: Asia and the

tralian Curriculum : History

tralian Curriculum : History

›Depth Study: Struggles for

Prepared by Annabel Astbury History Teachers ’

All of these topics will be undertaken

tralian Curriculum : History

tralian Curriculum : History

A depth study is a closer investigation of a particular

tralian Curriculum : History

tralian Curriculum : History

tralian Curriculum : History

Suite 105, 134- 136 Cambridge Street

tralian Curriculum : History

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