1. Historical concepts and skills Strand History F-6
Victorian Curriculum
Historical concepts and skills Strand
History F-6

3. Victorian Curriculum History Structure
Historical Concepts and Skills
Historical Knowledge

4. History Curriculum Know: What do we want students to know
Achievement Standard
Concepts
Skills
Knowledge
Do: What do we want students to be able to do?
Think about: How should students think about the past?

5. 1. Exploring the Historical concepts and skills strand

6. Image 1
Image 2
Image 3

7. Strand: Historical Concepts and Skills
sequencing chronology
using historical sources as evidence
identifying continuity and change
analysing cause and effect
determining historical significance

8. Strand: Historical Knowledge Levels 3 and 4
Historical Concepts and Skills are explicit in the strand content descriptors.
Community, remembrance and celebrations
The significance of Country and Place to Aboriginal and Torres Strait Islander peoples who belong to a local area (VCHHK072)
A significant example of change and a significant example of continuity over time in the local community, region or state/territory (VCHHK073)
The role that people of diverse backgrounds have played in the development and character of the local community and/or other societies (VCHHK074)
One significant narrative, myths or celebration from the past (VCHHK075)
Significance of days and weeks celebrated or commemorated in Australia and the importance of symbols and emblems, including Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC week and National Sorry Day(VCHHK076)
Significance of celebrations and commemorations in other places around the world(VCHHK077)

9. Sequencing Chronology
Timelines/Narratives
Organising/ selecting
Identifying relationships
Observing patterns

10. Activities Create a comic strip that tells the narrative
Create an annotated timeline- identify patterns
Digital Timelines
Sequence primary sources in chronological order.
Identify a cause and effect on the timeline. by making links between them.

11. Using Historical Sources as Evidence
Primary Sources
Exploring Perspectives
Secondary Sources
Explaining historical interpretations
Ask Questions
Develop a historical argument
Identification
Attribution
Close Analysis
Comparing Sources
Winburg 2001

12. Sourcing Questions 1. Identification 2. Attribution
What type of source is it?
Who created the source?
When was is created?
What events are described in the source?
Who is represented?
What is the purpose of the source?
Who is the intended audience?
4. Comparing Sources
How does this source compare to another?
What are the similarities and differences between sources? Why may they exist?
3.Close Analysis
What are the features of the source (literal and symbolic elements)?

13. Activity
Use a selection of visual sources or quotes from the time to tell a story or explain a change
Annotate two sources of a place from two periods of time an identify changes.
Choose three sources:
Identify features,
Describe the source
Explain the context
Discuss purpose
Compare with other sources-

14. Identifying Continuity and Change
Image: au/2012_11_18_archive.html

15. Activities
Using narratives and timelines as a starting point helps support students understanding of the sequence of events.
Observe/explain patterns, changes, continuities, causes, effects, turning points, conditional factors, human actions
Design questions to explore change.
Using multiple sources on a event, identify change and explain why change may have happened.

16. Analysing causes and effect
French depiction of Aboriginal life, 1807 (Tasmanian Library, SLT)
Image 1
French depiction of Aboriginal life, 1807 (Tasmaniana Library, SLT)
Image 2 CopyrightFrom the collection of the Art Gallery of South Australia, Adelaide South Australian Government Grant 1982CreatorAlexander Schramm, artistIdentifiersTLF resource R3621  SourceArt Gallery of South Australia, 
Schramm, Alexander (1850) A scene in South Australia Available at: Art Gallery of South Australia,

17. CAUSES TURNING POINTS EFFECTS Causes
Active role, motivations, intentions of people/movements in promoting, shaping and resisting change. Short or - Long term actions, events, ideologies
- Long term trends- conditional factors
- Short term triggers
Turning Points
The point at which a very significant change occurs; a decisive moment. a moment when the course of events is changed
Effects
Actions that cause change often have intended and unintended consequences

18. Activities
Choose a source and explain why it is a cause? Or an effect?
Group primary sources in order of short/long term causes/effects
Rank them in order- the 3 most and 3 least significant causes/consequences. (Ranking ladder or Weighing Causes
Choose one; “Think, pair, share”: list/organise as many intended and unintended consequences/effects
Asking questions “What if….?” allows students to continue to be critical in their analytical and evaluative thinking.

19. What caused the X Event?
Provide students with a list of events, ideas, individuals and groups.
If the cause is important, place it in the rectangle. The greater the cause, the closer to the centre place the source/idea.
If it is not relevant, place outside the circle.
Explain your reasoning behind your choice.

20. Determining historical significance
Requires judgement – evaluation based on criteria.
How important was it to people who lived at that time?
How many people were affected?
How were people’s lives changed?
How long lasting were the consequences?
What is its legacy?

21. Activities
Create criteria to determine if a person, event, idea is significant.
Provide a list of events and ask students to rank them in order of importance and explain their reasons. Compare with a partner and discuss why there maybe differences.
Rank the sources in order of the most significant cause/effect/change. Justify your choice.

22. 2. Approaches to curriculum development and assessment.

23. Developing a learning Program
How long do I have to teach a particular unit of work/learning?
How are we going to assess our history program?
How am I going to know students are working towards the standard and/or at the Standard?
What prior understanding of historical concepts and skills do students have?

24. Curriculum mapping

25. Historical Concepts and Skills
Explicitly Taught
Practised
Deployed
Demonstrated and Assessed
The historical knowledge strand provides teachers the opportunities to explicitly teach the skill and/or concept in a context, practice, deploy it and with and other contexts across the 2 levels band.

26. 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

27. Scope and sequence F-10 Progression of Historical Concepts and Skills
Progression of Historical Concepts and Skills
Progression along the continuum of learning

28. Progression of concepts and skills
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….
9-10
Identify and evaluate patterns of continuity and change…
7-8
Identify and describe patterns of continuity and change in society and daily life

29. Using historical sources as evidence
Foundation – Level 2
Levels 3 and 4
Levels 5 and 6
Identify the content features of primary sources when describing the significance of people, places or events
Identify the origin and content features of primary sources when describing the significance of people, places and events
Identify the origin, content features and the purpose of historical sources and describe the context of these sources when explaining daily life in colonial Australia, reasons for migration and causes and effects of Federation
Identify perspectives about changes to daily life from people in the past or present
Describe perspectives of people from the past
Describe perspectives and identify ideas, beliefs and values of people and groups in the past
Achievement Standard
…They use sources (physical, visual, oral) including the perspectives of others (parents, grandparents) to describe changes to daily life and the significance of people, places or events. They compare objects from the past and present…
…They identify sources (written, physical, visual, oral), and locate information about their origin and content features. They describe perspectives of people from the past and recognise different points of view…
….They identify a range of sources and locate and compare information about the origin, content features and the purpose of historical sources. Students describe the historical context of these sources to describe perspectives of people from the past and recognise different points of view….

30. Terminology
Assess against Achievement Standards for DET reporting purposes.
Towards Level 4
At Level 4
Towards Level 6
If students are working beyond Level 4 they will be working towards Level 6
In between the Achievement Standards, teachers develop Indicative Progress
What will progress look like in this unit?

31. VCAA Indicative Progress examples
What are they?
Suggestions only
Illustrative
Stimulus for school level discussions
What are they not designed for?
Direct use in reporting
Translation directly into mark books

32. Indicative progress

33. Evidence based practice
Consider ‘simple explanation’ in the rubric
What does this look like in student work produced?
Compare work within and across classes

34. Progression of Historical Concepts and Skills
Levels 3 and 4
Indicative Progress
Levels 5 and 6
…. students explain how and why life changed in the past, and identify aspects of the past that remained the same. They describe the experiences and perspectives of an individual or group over time. They recognise the significance of events in bringing about change.
Students sequence events and people (their lifetime) in chronological order to identify key dates, causes and effects…..
What would student learning look like as they work towards Level 6?
…. students identify and describe change and continuity and explain the causes and effects of change on society. They compare the different experiences and perspectives of people in the past. They explain the significance of an individual and group.
Students sequence events and people (their lifetime) in chronological order, and represent time by creating timelines...….
Progression of Historical Concepts and Skills

35. VCAA IP examples - Broad Features
CONTEXT
CURRICULUM
IP EXAMPLES

36. Designing learning tasks
Starts with the curriculum – what do we want our students to understand?
Curriculum Planning advice:
Where will you fit this is?

37. Curriculum planning and reporting

38. Contact
Gerry Martin
Curriculum Manager, History and Civics