Summarised from Shape of the Australian Curriculum: History [National Curriculum Board, May 2009] Summary of the proposed National Curriculum for History (Australia) May 2009 Annabel Astbury History Teachers’ Association of Victoria Annabel Astbury History Teachers’ Association of Victoria

Year 7 – Year 10 Stage 3: Years of Age Year 4 – Year 6 Stage 2: 8 – 12 Years of Age Prep – Year 3 Stage 1: 5 – 8 Years of Age The Shape of the Australian Curriculum: History Year 4 – Year 6 Year 11 – Year 12 Stage 4: 15 – 18 Years of Age

Personal Pasts: family, other students.Chronology and measurements of timeFeatures of everyday life and present societies Years K - 2: Key Topics (5- 8 years of age) prepared by Annabel Astbury, HTAV, May 2009

Key Historical Skills for Years K – 2 use common historical terms for describing time and sequencing events and developments in chronological order recognise that people have different stories may use fictional stories to provide a deeper understanding of changes over time examine artefacts (photos and objects)

Years 3 - 6: Key Topics (8 – 12 Years of Age) Years 3 - 6: Key Topics (8 – 12 Years of Age) There are four focus questions: What do we know about the past? How did Australians live in the past? How did people live in other places? How has the past influenced the present? These four questions will enable students to consider local, state or territory, national and global contexts. prepared by Annabel Astbury, HTAV, May 2009

Years 3 - 6: Focus Question 1 Photograph by Boo Belle via Flickr, under Creative Commons License What do we know about the past? Developing curiosity about historical discoveries. Family history Peoples of the local area and Australia. ‘The Dreaming’ stories Myths and legends

Years 3 - 6: Focus Question 2 Escape of Fenian convicts from Fremantle, West Australia. picture Reproduction rights owned by the State Library of Victoria How did Australians live in the past? Social Cultural Technological changes that have occurred Political Work related Daily life in pre contact and post-contact times through various individuals and groups.

Years 3 - 6: Focus Question 3 Photograph by ChrarlesFred via Flickr, under Creative Commons License How did people live in other places? Cultural Practices Social organisationin other places Technology Human use of the environment The curriculum will allow teachers to choose from a variety of European and Asia Pacific historical contexts and periods to develop these understandings. An examination of:

Years 3 - 6: Focus Question 4 Photograph by ccdoh1 via Flickr, under Creative Commons License How has the past influenced the present? Past Events People in history Developments How these influence our way of life today Pioneers Inventors National Identity Heritage Democratic traditions Early exploration Development of government Commemoration of Key events

Key Historical Skills for Years using common historical terms for describing time and sequencing events and developments in chronological order asking questions, finding relevant answers, and constructing informed responses developing a basic understanding of how evidence can be used to provide historical explanations developing appropriate techniques of organisation and communication.

Stage 3: 12 – 15 Years of Age Key points to note: The units outlined should be taught as ‘World History’, covering 5 continents, and sequentially. There are four units that make up Stage 3 It is hoped that this study of world history enriches the study of Australia and its place in the world. Each unit will include a: Overview Study in depth. Each unit will include a: Overview Study in depth.

Stage 3: 12 – 15 Years of Age What is an overview? Summary to show how events are connected. Introduces key historical concepts. Teaches expansive chronology to help understand broad change. Can occur anywhere in the teaching of a unit. Brief: only a few lessons. prepared by Annabel Astbury, HTAV, May 2009

Stage 3: 12 – 15 Years of Age What is an depth study? Close investigation of a topic. Allows students time to develop key historical skills and understandings. Close readings of texts / close investigation / detailed activities Including site and museum visits Sustained, concentrated and resource rich Should incorporate interconnections and comparisons within a historical period where appropriate.

Stage 3: 12 – 15 Years of Age Depth Studies Some depth studies will provide options including: Comparative options. School developed options where appropriate. Time Allocated The amount of depth studies and time allocated to each study will be determined according to considerations of: feasibility conceptual ability and student engagement.

Years 7 – 10 Key Topics ( Years of Age) Years 7 – 10 Key Topics ( Years of Age) There are four units: Unit 1: History from the time of the earliest human communities to the end of the Ancient period (c BC – c 500 AD) Unit 2: History from the end of the Ancient period to the beginning of the modern period (circa. 500 – 1750) Unit 3: The Modern World and Australia (1750 – 1901) *Australian History will occupy approximately 40% of this unit. 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 (1901 – present day) *Australian History will occupy approximately 60% of this unit. Unit 4 : Australia and the Modern World (1901 – present day) *Australian History will occupy approximately 60% of this unit. prepared by Annabel Astbury, HTAV, May 2009

Stage 3 / Unit 1: History from the time of the earliest human communities to the end of the Ancient period (c BC – c 500 AD) Movement of people Human transformation of the environment Characteristics of civilisations: early forms of government, religion society and culture Rise and fall of large empires Heritage Nature of history, role and methodologies of the historian. Themes to be explored in the development of depth studies include: prepared by Annabel Astbury, HTAV, May 2009

Stage 3 / Unit 2: History from the end of the Ancient period to the beginning of the modern period (circa. 500 – 1750) Themes to be explored in the development of depth studies include: relationships between religion, rulers and people social structure health and disease scientific and technological change Impact of belief and values Cultural contact and conflict Exploration and imperialism prepared by Annabel Astbury, HTAV, May 2009

Stage 3 / Unit 3: The Modern World and Australia [1750 – 1901] Themes to be explored in the development of depth studies include: forced and voluntary movement of people Indigenous-settler relations early impact of industrialisation social, economic, political and cultural development revolution and reform nationalism and federation. prepared by Annabel Astbury, HTAV, May 2009

Stage 3 / Unit 4: Australia and the Modern World [ present] Themes to be explored in the development of depth studies include: global conflict and collective peace migration and nation building mass communication and popular culture dictatorship and democracy rights and freedoms decolonisation and globalisation active citizenship. prepared by Annabel Astbury, HTAV, May 2009

Key Historical Skills for Years 7-10 learning how to use, with facility, common historical terms for dealing with chronology and time-related historical concepts and continuing to acquire a sound grasp of the sequence of events asking and exploring inquiry questions in detail, finding relevant and comprehensive answers and providing sound explanations and conclusions for historical events using a wide range of different forms of evidence in providing historical explanations, recognising how these forms of evidence may vary in their value developing a range of appropriate techniques of organisation and communication. prepared by Annabel Astbury, HTAV, May 2009

Key points: States might continue to offer existing or new courses Topics will be studied in more depth. Key points: States might continue to offer existing or new courses Topics will be studied in more depth. In the post-compulsory years of schooling, it is recognized that not all students will study history. In the first phase of the national history curriculum it is proposed to develop two courses. Ancient History Modern History In the first phase of the national history curriculum it is proposed to develop two courses. Ancient History Modern History Years 11 – 12: Key Topics (15 – 18 Years of Age) Years 11 – 12: Key Topics (15 – 18 Years of Age) prepared by Annabel Astbury, HTAV, May 2009

Features of historical knowledge and understanding Historical Significance Evidence Continuity and change Cause and consequence Historical perspectives Historical empathy and moral judgement Contestation and contestability Problem solving prepared by Annabel Astbury, HTAV, May 2009