1. Historical concepts and skills Strand History 7-10
Victorian Curriculum
Historical concepts and skills Strand
History 7-10

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
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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 7 and 8
Historical Concepts and Skills are explicit in the strand content descriptors.
Ancient world and early civilisations BC (BCE) – c.650 AD (CE)
How physical features influenced the development of the civilisation.
changes in society and the perspectives of key groups affected by change including the influence of law and religion
significant beliefs, values and practices with a particular emphasis on one of the following: changes to everyday life, cause and effect of warfare, or perspectives of death and funerary customs
causes and effects of contacts and conflicts with other societies and/or peoples, resulting in developments such as expansion of trade, conquest of other lands and war, peace treaties, spread of beliefs.
The role and achievements of a significant individual in ancient society.
The different methods and sources used by archaeologists and historians to investigate history and/or a historical mystery.
The significance and importance of conserving the remains and heritage of the past

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

10. Activities 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 What type of source is it?
Who created the source?
When was is created?
What was happening at the time it was created?
What events are described in the source?
Who is represented?
2. Attribution
How might the events or conditions at the time in which the document was created affect it content?
What is the purpose of the source?
Who is the intended audience?
What is the perspective of the author?

13. Sourcing Questions Close Analysis Comparing Sources
What are the features of the source (literal and symbolic elements)?
What claims does the author make? author’s perspective or intent or claims?
How does the author use language, words, symbols, gestures, colours to persuade the audience? What was their meaning at the time?
What is the purpose of the source?
Why did they create it?
Can the source be corroborated with other sources? How does this source compare to another?
What are the similarities and differences between sources? Why may they exist?
What do other sources say?
Do they agree or contradiction this source?
Are they an accurate representation of events, causses, and perspectives?
Is it a reliable source? Why or why not?

14. Activity Choose three sources and conduct an analysis.
Identify features,
Describe the source
Explain the context
Discuss purpose
Compare with other sources-
Discuss accuracy and reliability
Construct an argument

15. Identifying Continuity and Change
Image: ml

16. 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.

17. Living Graph
Living Graph (Dawson, I. Timelines and Living Graphs. Thinking History)

18. Analysing causes and effect

19. CAUSES TURNING POINTS EFFECTS
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

20. Activities
Choose a source and explain why it is a cause? Or an effect?
Group primary 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
Group the causes according to SCHEEPT factors
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.

21. 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.
WHAT CAUSED THE X EVENT?

22. 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?

23. 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.

24. 2. Approaches to curriculum development and assessment.

25. Developing a learning program
How long do I have to teach a particular Unit of work?
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?

26. Curriculum mapping

27. 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.

28. 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

29. Scope and sequence F-10 Achievement Standard Levels 7-8
Historical Concepts and Skills Levels 7-8
Chronology
Sequence significant events in chronological order to analyse the causes and effects and identify continuities and changes
Describe and explain the broad patterns of change over the period from the Ancient to the Modern World
Historical sources as evidence
Analyse and corroborate sources and ask questions about their accuracy, usefulness and reliability
Analyse the different perspectives of people in the past
Explain different historical interpretations and contested debates about the past
Continuity and change
Identify and explain patterns of continuity and change in society to the way of life
Cause and effect
Analyse the causes and effects of significant events that caused change and/or a decline over the period
Historical significance
Evaluate the role and achievement of a significant individual, development and/or cultural achievement that led to progress
Achievement Standard Levels 7-8
Historical Concepts and Skills Levels 9-10
Chronology
Sequence significant events in chronological order to support analysis of the causes and effects of these events and identify the changes they brought about
Analyse and evaluate the broad patterns of change over the period 1750– present
Historical sources as evidence
Analyse and corroborate sources and evaluate their accuracy, usefulness and reliability
Analyse the different perspectives of people in the past and evaluate how these perspectives are influenced by significant events, ideas, location, beliefs and values
Evaluate different historical interpretations and contested debates
Continuity and change
Identify and evaluate patterns of continuity and change in the development of the modern world and Australia
Cause and effect
Analyse the long term causes, short term triggers and the intended and unintended effects of significant events and developments
Historical significance
Evaluate the historical significance of an event, idea, individual or place
Achievement Standard Levels 9-10
PROGRESSION OF HISTORICAL CONCEPTS AND SKILLS
PROGRESSION ALONG THE CONTINUUM OF LEARNING

30. 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

31. Using historical sources as evidence
Levels 7 and 8
Levels 9 and10
Analyse and corroborate sources and ask questions about their accuracy, usefulness and reliability
Analyse and corroborate sources and evaluate their accuracy, usefulness and reliability
Analyse the different perspectives of people in the past
Analyse the different perspectives of people in the past and evaluate how these perspectives are influenced by significant events, ideas, location, beliefs and values
Explain different historical interpretations and contested debates about the past
Evaluate different historical interpretations and contested debates
Achievement Standard
…. They locate and select historical sources and identify their origin, content features and purpose. Students explain the historical context of these sources. They compare and contrast historical sources and ask questions about their accuracy, usefulness and reliability. Students analyse the different perspectives of people in the past using sources. They explain different historical interpretations and contested debates about the past. Students construct an explanation using sources of evidence to support the analysis…..
….They locate and select historical sources and identify their origin, purpose and content features. Students explain the context of these sources to identify motivations, values and attitudes. They compare and contrast historical sources and evaluate their accuracy, usefulness and reliability. Students analyse the different perspectives of people in the past and evaluate how these perspectives are influenced by the significant events, ideas, location, beliefs and values.….

32. 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?

33. 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

34. Indicative progress

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

36. PROGRESSION OF HISTORICAL CONCEPTS AND SKILLS
Level 7-8
Indicative Progress
Level 9-10
…. They locate and select historical sources and identify their origin, content features and purpose. Students explain the historical context of these sources. They compare and contrast historical sources and ask questions about their accuracy, usefulness and reliability. Students analyse the different perspectives of people in the past using sources. They explain different historical interpretations and contested debates about the past. Students construct an explanation using sources of evidence to support the analysis…..
What would student learning look like as they work towards Level 10?
….They locate and select historical sources and identify their origin, purpose and content features. Students explain the context of these sources to identify motivations, values and attitudes. They compare and contrast historical sources and evaluate their accuracy, usefulness and reliability. Students analyse the different perspectives of people in the past and evaluate how these perspectives are influenced by the significant events, ideas, location, beliefs and values.….
PROGRESSION OF HISTORICAL CONCEPTS AND SKILLS

37. 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

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

39. Rubrics
Develop Assessment Rubrics using the Achievement Standards

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

41. Curriculum planning and reporting

42. Contact
Gerry Martin
Curriculum Manager, History and Civics