1. Australian History Curriculum Brian Elliott Manager, Human Society and Its Environment 02 9886 7603 Brian.elliott@det.nsw.edu.au

2. Events to date.... April 2008: National Curriculum Board established June 2008: National forum to discuss key issues about shaping Australia’s curriculum Oct 2008: Initial advice paper discussed at National History Forum Nov 2008 - Feb 2009: Consultation re History framing paper May 2009: Writing of national History curriculum commences

3. What’s next? May 2009: Writing of national History curriculum commences Feb 2010: Drafts of national History curriculum available for consultation Feb - May 2010: National consultation on History curriculum draft K-10 Apr – June 2010: 11-12 June/July 2010: National History curriculum published Jan 2011: Implementation of History curriculum commences from this month – and should be “well under way” by 2013

4. Development of Australian History curriculum Initial advice paper Framing paper Shaping paper National History curriculum

5. History framing paper Who was behind the History framing paper? Professor Stuart Macintyre is an internationally respected historian, formerly from the University of Melbourne. He has a distinguished career researching Australian history and the interpretation of our history Stuart Macintyre was supported by an advisory board which included History experts from all states.

6. What aspects of the framing paper remain in the shaping paper? Stages of schooling  Year groupings StageYears of ageSchool years (added to shaping paper) 15-8K-2 28-123-6 312-157-10 415-1811-12

7. Concerns about the History Framing Paper Identified a structure with Overview, Bridging and Depth Studies in each year Years 11 and 12 included a range of one year courses History is a discrete curriculum in the primary years, not part of HSIE History should be allocated 10% of learning time in the primary years 100 hours allocated to History in the secondary years Asian literacy and indigenous perspectives not given sufficient emphasis Civics and citizenship not clearly identified

8. How does the shaping paper address these concerns? Overview, bridging and depth studies Curriculum structure based on overview and depth studies only

9. How does the shaping paper address these concerns? One year courses in Years 11-12 Ancient History and Modern History will be developed. Other courses may continue in states e.g. History Extension

10. How does the shaping paper address these concerns? History as a discrete curriculum in primary years Geography being developed in the second phase of curriculum development.

11. How does the shaping paper address these concerns? Time allocation of 10% in primary years Time allocation removed for primary years

12. How does the shaping paper address these concerns? 100 hours allocated to History in the secondary years Time allocation removed from the secondary curriculum (will be a State decision )

13. How does the shaping paper address these concerns? Asian literacy and indigenous perspectives not given sufficient emphasis Perspectives given greater emphasis in the shaping paper

14. How does the shaping paper address these concerns? Civics and citizenship not clearly identified Civics and citizenship identified as linked with History. Civics and citizenship may be included in the next phase of curriculum development.

15. Strengths of the History Curriculum History is a mandatory subject in all states Australian history is studied in the context of world history, not in isolation Includes a clear definition of historical understanding Historical skills are clearly defined Schools will be able to incorporate case studies which reflect the history of their state or local area

16. Curriculum design National Curriculum document, June 2009 Content organiserContent descriptionContent elaborationStandardsResources

17. Structure of the Curriculum K to Year 2 Students explore their own and family histories. Students examine events in their lifetime and the lifetimes of family members. Students learn to distinguish between past and present ways of living

18. Years 3 to 6 Has content related to four focus questions: 1.What do we know about the past? 2.How did Australians live in the past? 3.How did people live in other places? 4.How has the past influenced the present? Includes studies of local, state, national and global history

19. Years 7-10 Content is based on years rather than stages. Follows a sequence: 1.From the time of earliest human communities to the end of the Ancient period c. 60,000 BC – c. 500 AD 2.From the end of the Ancient period to the beginning of the Modern period c. 500 – 1750 3.The Modern World and Australia 1750 – 1901 4.Australia and the Modern World 1901 to present

20. How much Australian content is in the History curriculum? Unit 3 The Modern World and Australia 1750 – 1901 Australian history will occupy approximately 40% of this unit Unit 4 Australia and the Modern World Australian history will occupy approximately 60% of this unit

21. Yrs 11 and 12 Proposes two national senior courses for History. Ancient History and Modern History States can continue to offer courses not covered by national courses such as Extension History No plans at this stage for national exit exam or certificate

22. How will the history curriculum impact on HSIE in the primary years This is to be decided by the NSW Board of Studies

23. What is the HSIE Unit doing in relation to Australian History Curriculum? Participating in and contributing to forums Consulted with teachers, regional consultants, principals and directorates, leading to development of DET response to History framing paper Organising ongoing discussions with all sectors, professional organisations and Board of Studies Providing information to teachers Encouraging teachers to participate in the ongoing consultation re the development of national History curriculum

24. What can History teachers do? Regularly check out the Australian Curriculum, Assessment and Reporting Authority website for news: http://www.acara.edu.au/home_page.html Register for email alerts, especially for opportunities to comment on documents Participate in the ongoing consultation as national History curriculum develops It is no use complaining about what we are required to teach after the curriculum is done and dusted. Have your say! Contribute to the process!