Australian curriculum: History Kindergarten to Year 6

Rationale and Aims Does the Rationale clearly describe the place of history in the curriculum and the contemporary world? Does the Aim clearly describe what students will gain from their study of history? Are the Rationale and Aims relevant and appropriate for 21st century students as learners? The rationale and aims on page 1 describe the purpose and aim of teaching history for Kindergarten to Year 10, not just for primary. Does the rationale justify all students learning about history K-10? How are the aims of the Australian History Curriculum relevant to 21st century students as learners.

Content descriptions Content descriptions specify what teachers are expected to teach. Content descriptions provide scope and sequence for learning in each year There are two interrelated content strands for history: Knowledge and Understanding Skills History has two Content descriptions strands of Knowledge and Understanding Skills Knowledge and understanding The knowledge and understanding is specific to each year of schooling. Each year has some organisers of this content with several different points, these points then have elaborations. Teachers will find some similarities to what we already do here in NSW as well as some new material. The organised as Kindergarten to Year 2 and Year 3 to Year 4 and Year 5 to Year 6. Each skill component has been selected to specifically support the knowledge and understanding for that year. The use of historical skills provides a strong emphasis on skills and inquiry based learning using the knowledge and understanding descriptions in this curriculum. It is expected that historical skills will be developed through teacher directed and student centred learning. Included in the skills component are specific literacy and numeracy requirements e.g. Develop historical texts, particularly (historical) narratives (Year 3, page 14) sequence historical people and events (Year 4, page 15).

What are historical skills? This strand includes skills that are used in the process of historical inquiry associated with: historical questions and research; the analysis and use of sources; perspectives and interpretations; comprehension and communication. There is an increasing emphasis on historical interpretation and the use of evidence within this strand.

Achievement standards The achievement standards focus on the depth of understanding, extent of knowledge and sophistication of skills expected in history and can be read as a sequence across K–10. They describe and illustrate growth and development in the learning area. Do the achievement standards reflect the learning that is described in the content descriptions? Achievement standards are described for each year of learning. Review the achievement standard in the context of the knowledge and understanding and skills described for that year. Does the achievement standard clearly describe the what students should be able to know and do for each year? Achievement standards will be supported by a set of annotated work samples that illustrates the described quality of learning

The role of elaborations Elaborations are examples that illustrate each content description Do each of the elaborations help teachers understand the content description? When you read the content descriptions is it clear what the role of the elaborations are? What impact will the elaborations have on planning and programming?

What will students learn Kindergarten to Year 2 students begin to look at the stories of their families and communities Examples include: How families commemorate past events that are important to them Terms that are used to express time such as tomorrow and a long time ago Significance of local place names When you read the content descriptions is it clear what the role of the elaborations are? What impact will the elaborations have on planning and programming?

The content of Years 3 to 6 broadens to regional and national history. It includes life in Australia before 1800, the building of the Australian nation and Australia’s links with other nations. There are two depth studies in each year

What will students gain from the methods and procedures of historical inquiry? How will students benefit from engaging with the Australian curriculum for history? How well does this prepare students now and for the future? How well does the curriculum align with students developmental stage, that includes their social and emotional development and conceptual thinking? To evaluate the impact on students: 1. Select a year that you are most familiar and have a good understanding of what a ‘typical’ group of students are like at this age. 2. Read the Content descriptions and the Achievement standards for that one year. 3. Go back to the Rationale and Aims of the curriculum and decide if there is clear alignment between what students are expected to know, understand and be able to do that are reflected in Rationale and Aims. 4. Evaluate the content descriptions related to Why does the learning matter? – Will it make a difference to students now and in the future? 5. Is the content suitable for the developmental stage of students?

How long would it take you to teach the History curriculum for one year? Examine the content descriptions and skills for one school year Determine how many topic organisers / units of work you would need Would you be able to cover this content in the time available?

Cross Curriculum Dimensions Aboriginal and Torres Strait Islanders people’s cultures Asia and Australia’s engagement with Asia Sustainable patterns of living The Cross Curriculum Dimensions are included in the content descriptions and elaborations of Historical knowledge and understanding. Do they provide clear guidance to teachers about where and how these dimensions should be include in teaching programs.

Primary History video conferences Two dates 15 March 4:00 – 6:00 25 March 4:00 – 6:00 Concluding Primary Videoconference 19 April (T2 School Development Day) 11:00 – 1:00