1. The Australian Curriculum HSIE and History West Wyalong RSL Club 16th July 2012

2. PURPOSE To further develop our thoughts about implementing the new syllabus for HSIE. To consider how teams at the learning community level might support this.

3. NOT UNPACKING IT. WHY. 1. It is still in draft form 2
NOT UNPACKING IT? WHY? 1. It is still in draft form 2. It is 134 pages long and we have 45 minutes 3. It is not that different to the current structure

4. So What is New?
K-6
An emphasis on teaching historical inquiry and skills
The use of specified topics and content
7-10
Overview and depth studies approach
Increased flexibility of content delivery in Stage 5

5. What is more important, teaching content or teaching students how to learn? *E:\West Wyalong HSIE development\history-k10-draft-syllabus-v2.pdf

6. What Year was it. Celine Dion wins Eurovision
What Year was it ? Celine Dion wins Eurovision Roy Orbison dies CDs outsell vinyl for the first time First computer virus released ? First episode of Home and Away Sega Mega Drive released Release of Windows Adele born Netherlands connects to the internet- the second country to do so

7. 1988 In the decade of bad hair

8. Is this the world our students live in?
It’s all about ME
Is this the world our students live in?

9. What are the challenges for a new syllabus. http http://www. youtube

10. Implementation of new syllabuses
An opportunity to refocus on:
learning needs of students in the 21st century
the continuum of learning across K-10
subject matter and learning across the curriculum
differentiated learning
quality teaching
planning, programming and assessment

11. What do Students Need in the 21st Century?
Agility and adaptability
Initiative and entrepreneurialism
Effective oral and written communication
Collaboration across networks and leading by influence
Accessing and analysing information
A contemporary view of 21st Century skills presented By Dr Tony Wagner
Critical thinking and problem-solving
21st Century Skills
Curiosity and imagination

12. Learning across the curriculum
Two main types:
Learning that gives special attention to contemporary issues students will face in their lives
Learning that develops knowledge, skills and dispositions that apply across learning areas

13. Why do we program? NSW Syllabuses Programs Local school Context
What to Teach
NSW Syllabuses
Bridge
Programs
Our students and what we know about them
Local school Context

14. Preparation
Check the NSW Curriculum & Learning Innovation Centre’s website
Begin planning for implementation of the new syllabuses
Include preparation for implementation in school plans.
Collaborate with colleagues in your own and other schools through learning areas, cross-curriculum areas and stages of learning.
Check the Board of Studies website. Note that you can register for Board of Studies weekly bulletins.

15. Preparation
1. Think about the school and learning community teams that can be built to prepare a curriculum that works for your students. 2. MAP the syllabus and determine what content will be taught when- skills and engagement sit at the core. 3. Strongly consider assessment for learning as the place to start. 4. Avoid the risk factors- text books, old programs, new programs.

16. A Planning Approach

17. How will implementation be funded?

18. IMPORTANT CONTACTS
Draft syllabus
NSW Curriculum

19. Designing the NSW Syllabuses
Australian Curriculum
(ACARA)
New NSW syllabuses
(Board of Studies NSW)
Year-based Content
Stage-based Outcomes and content
Learning across the curriculum areas embedded in content as appropriate to individual Learning Areas
General capabilities, Cross-curriculum priorities
Click to animate – use the time between each animation for discussion.
NSW syllabuses will continue to have Stage-based outcomes and content.
So that the NSW syllabuses reflect the Australian Curriculum’s requirements:
The seven General capabilities and three Cross-curriculum priorities of the Australian Curriculum have been embedded in the new content of the NSW syllabuses as 13 Learning across the curriculum Areas, as appropriate to individual Learning Areas. The 13 cross curriculum areas are largely based on those currently in all BOS syllabuses.

20. Early Stage 1 A student’s own history and that of their family
Personal and Family Histories
Early Stage 1 has one topic, Personal and Family Histories, with two outcomes.
In this topic students have the opportunity to learn about their own history and that of their family. This may include stories from a range of cultures and other parts of the world. Students build on their knowledge and understanding about how the past is different from the present based on their own history (‘his’ story).

21. Stage 1 Similarities and differences in family life, past and present
Present and Past Family Life
Changes and continuities in the local area
The Past in the Present
Stage 1 has two topics, with outcomes allocated to both topics. The outcome related to historical skills is referenced to both topics.
Stage 1 topics are: Present and Past Family Life and The Past and the Present. Key inquiry questions have been included for each topic.
In Present and Past Family Life students study present and past family life within the context of their own world. They learn about similarities and differences in family life by comparing the past with the present.
The Past and the Present provides a study of local history. Students explore, recognise and appreciate the history of the local area by exploring remains of the past and considering why they should be preserved.

22. Stage 2 Community and Remembrance
Identity and diversity in both the local and national communities
World exploration and British settlement of Australia
First Contacts
Stage 2 has two topics, with outcomes allocated to both topics. The outcome related to historical skills is referenced to both topics.
The Stage 2 topics are: Community and Remembrance and First Contacts. Key inquiry questions have been included.
Community and Remembrance provides a study of identity and diversity in both the local and broader context. Students explore the historical features and diversity of their community, local, state and national symbols and emblems of significance both locally and in other places around the world.
First Contacts introduces world history and the movements of people. It begins with the history of Aboriginal and Torres Strait Islander peoples and the impact of exploration on other societies, how these societies interacted with newcomers and how these experiences contributed to their cultural diversity. Additional content has been added to this topic in the revision.

23. Stage 3 A study of colonial Australia The Australian Colonies
The development of 20th Century Australia
Australia as a Nation
Stage 3 has two topics, with outcomes allocated to both topics. The outcome related to historical skills is referenced to both topics.
The Stage 3 topics are: The Australian Colonies and Australia as a Nation . Key inquiry questions have been included for each topic.
The Australian Colonies provides a study of Colonial Australia in the 1800s. Students learn about the founding of the Australian colonies and the development of a colony.
Australia as a Nation examines the development of Australia as a nation, particularly after The study of Australia’s system of government is integral to this topic. Additional content has been added to this topic in Version 2 of the syllabus.

24. Stage 4 - The Ancient World
Overview
The content from the overview may be used as an overall introduction to Depth Studies 1-3 or may be integrated with these Depth Studies.
Approximately 10% of teaching time
Depth Study 1
Investigating the Ancient Past (including ancient Australia)
Depth Study 2
The Mediterranean World
Egypt or Greece
or Rome
Depth Study 3
The Asian World
India or
China
In Stage 4 students study a range of depth studies from the ancient times to the beginning of the modern period.
Depth Study 1- Investigating the Ancient Past.
The role of the historian and archaeologist, and the different approaches to investigating history are closely examined. This depth study has many aspects of the current NSW History syllabus. Stage 4 Depth Study 1 Investigating the Ancient Past (including ancient Australia) is a welcome addition to the second draft.
Depth Studies 2 and 3 provide students with an opportunity to study a range of societies and civilisations from the past, with an in-depth study of one society e.g. Egypt or Greece or Rome, or China or India. Depth Studies 2 and 3 have some aspects of the current NSW History syllabus Topic 2 Societies and Civilisation of the Past. These depth studies provide great scope for student interest and engagement and local knowledge can be applied where relevant.
Teachers will be able to use existing teaching and learning resources to adapt and create revised units of work for these depth studies.

25. Stage 5 - The Making of the Modern World
Overview
The content from the overview may be used as an overall introduction to Depth Studies 1-3 or may be integrated with these Depth Studies.
Approximately 10% of teaching time
Depth Study 1
Making a Better World?
Industrial Revolution or Movement of Peoples or Progressive Ideas and Movements
Depth Study 2
Australia and Asia
Making a Nation or
Asia and the World
Core Study - Depth Study 3
Australians at War
(World Wars I and II)
The Making of the Modern World sees significant change from the current NSW syllabus. 1750, the beginning of the Industrial Revolution., is the starting point. A World History approach is adopted. There is a clear focus on industrialisation, nationalism, imperialism, colonisation and the impact of the world wars on Australia.
Depth Study 1 – A choice of three options. Considerable work will need to go into developing engaging lesson material.
Depth Study 2 – A choice between an Asian country OR Australia in the 19th Century and up to Many teachers will be familiar with Australia in this period but not with the Asian countries. Considerable work will need to go into developing engaging lesson material for the Asian options.
Core Study - Depth Study 3 now brings World War 1 and World War 2 together in one study. They can be taught as a broad comparative study or studied separately. Teachers are very familiar with these wars but may find it challenging to be selective with the content of each war to teach them both in one unit. Teachers may also consider teaching this as a comparative study.