How has History changed? F-10

Today we will cover… Context for change An overview of the changes to the history curriculum AusVELS – VC Historical concepts and skills Specific changes F–6 and 7–10 Developmental sequence of the curriculum Some resources

Victorian Curriculum F-10 – by 2017 Learning Areas Capabilities The Arts Dance Drama Media Arts Music Visual Communication Design (7-10) Visual Arts English Humanities Civics and Citizenship Economics and Business Geography History Languages Health and Physical Education Mathematics Science Technologies Design and Technologies Digital Technologies Critical and creative thinking Intercultural Ethical Personal and social The Victorian Curriculum F-10 is based on eight learning areas and four capabilities.

Humanities in the Victorian Curriculum F-10 History and Geography: (A-D) F-10 Civics and Citizenship 3 – 10, Economics and Business 5 - 10 The Humanities Civics and Citizenship Economics and Business Geography History

History: AusVELS to Victorian Curriculum F-10 AusVELS History VC History Level by level curriculum (11 levels) F-2 and then 2 level bands (5 bands) Two strands: Historical knowledge and understanding Historical skills ( F-2 and then 2 level bands) Two Strands (and Sub-strands): Historical concepts and skills Historical knowledge Historical skills: Chronology terms and concepts Historical questions and research Analysis and use of sources Perspectives and interpretations Explanation and communication Historical concepts and skills – sub-strands: Chronology Historical sources as evidence Continuity and change Cause and effect (from Levels 3-4) Significance Strengthening of explicit concepts in the Historical knowledge strand Achievement standards – largely conceptual 7 – 10 Overviews 7 – 10 Depth studies Contexts

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

Historical concepts Elements Sequencing chronology Arranging events in order of time patterns of continuity and change cause and effect starting point for narratives about the past. Using hist. sources as evidence Primary – sources produced at the time, building blocks to understanding the past Secondary – draw on primary sources to present and interpret the past Historical perspectives – points of view, values attitudes and beliefs of people in the past. Identifying continuity and change When things changed and when things continued unchanged timelines and narratives are a starting point identifying turning points and using language to identify the extent and rate of change Analysing cause and effect Examination of why things happened in the past and what happened as a result of them long term (trends) sort term (triggers) Determining historical significance Making evaluative judgments about the past importance to people at the time extent of change brought about

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…

The Learning in History section of the website unpacks the nature of each of these concepts

Components Introduction Curriculum Rationale and aims Band description with key inquiry questions Structure - strands / sub-strands - placement of standards Content descriptions Strands (+ elaborations) Learning in .. Achievement standards Scope and sequence Glossary

Band Structure: strands and sub- strands Two strands Historical concepts and skills Historical knowledge Achievement standards The first achievement standard is at Level 2 ( for F-2), then at Levels 4, 6, 8, 10. History includes a curriculum for students with disabilities.

Status of curriculum requirements Level descriptions advisory Content descriptions what teachers are expected to teach and students are expected to learn Elaborations Achievement standards what students are able to understand and do, and are the basis for reporting achievement. advisory

F-2, 3-4, 5-6 Changes AusVELS Victorian Curriculum F-10 F–2: Three Level headings: Present and Past Family Life, The Past in the Present, Community and Remembrance F–2: Personal and Community Histories two sub-strands: Personal histories Community histories Level 3: Community and remembrance Level 4: First Contacts Levels 3 and 4 Community and First Contacts Level 5: The Australian Colonies Level 6: Australia as a nation Level 5 and 6 From Colony to Nation More explicit focus on historical concepts in the Historical knowledge strand e.g. The impact of changing technology on people’s lives….. e.g. The effect of changing technology on people’s lives and their perspectives of the significance of that change

F-2, 3-4, 5-6 Changes AusVELS Victorian Curriculum F-10 More explicit focus on historical concepts in the Historical knowledge strand e.g. Level 2 The importance today of an historical site of cultural or spiritual significance; for example, a community building, a landmark, a war memorial (ACHHK045) e.g. Levels F–2 The significance today of an historical site of cultural or spiritual importance (VCHHK064) e.g. Level 3 The importance of Country and Place to Aboriginal and/or Torres Strait Islander peoples who belong to a local area. (ACHHK060) e.g. Levels 3–4 The significance of Country and Place to Aboriginal and Torres Strait Islander peoples who belong to a local area (VCHHK072) e.g. Level 5 Reasons (economic, political and social) for the establishment of British colonies in Australia after 1800. (ACHHK093) e.g. Levels 5– 6 The social, economic and political causes and reasons for the establishment of British colonies in Australia after 1800 (VCHHK088)

Historical Knowledge/ elaborations Levels 5–6: Australia as a nation

Years 7–10:Historical Knowledge Level 7–10 Overviews have been removed Embedded in the Strand 1: Historical concepts and skills: Sequencing Chronology Depth Studies that have choices have been rationalised and clarified to ensure equity. Common content descriptions with elaborations to provide specific contextual knowledge. Sub-strands (Depth Studies) that have choices will have the inclusion of “Choose at least one of the following:” Banding can create flexibility for curriculum organisation across a level. Historical knowledge strand includes more explicit use of historical concepts.

7 - 8 Changes Investigating History has been removed and content embedded within the Ancient Civilisations knowledge descriptors. A new study: Aboriginal and Torres Strait and Islander Peoples and Cultures Level 7–8 Middle Ages and Early Exploration c.650 AD (CE) – 1750 options have been restructured The Black Death in Asia, Europe and Africa (14th century plague) has been consolidated into Medieval Europe, Ottoman Empire, Mongol Expansion and Renaissance Level 7–8 re-ordering of the choices of contexts so there is a chronological progression.

9 - 10 Changes Level 9–10 Depth Studies Progressive ideas and movements, Movement of peoples have been consolidated into the Industrial Revolution and Australia and Asia Globalising World, addition of another study- Political Crisis

Overviews to Historical Concepts and Skills e.g. Levels 7–8, 9–10 changes Overviews to Historical Concepts and Skills e.g.

Levels 7–8, 9–10 changes Common content descriptions which apply to a range of contexts

Level 7–8 – explicit concepts Ancient world and early civilisations 60 000 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.

Levels 9–10 – explicit concepts Causes of World War I, the reasons why men enlisted to go to war, and how women contributed in the war effort (VCHHK139) Significant places where Australians fought and explore their perspectives and experiences in these places (VCHHK140) Significant events, turning points of the war and the nature of warfare (VCHHK141) Effects of World War I, with a particular emphasis on the changes and continuities brought to the Australian home front and society (VCHHK142) Significance of World War I to Australia’s international relationships in the twentieth century, with particular reference to the Britain, the USA and Asia (VCHHK143) Different historical interpretations and contested debates about World War I and the significance of Australian commemorations of the war (VCHHK144)

Strand: Historical Knowledge Clarity and reduced repetition e.g. Level 7–8 Elaborations provide further detail and examples

Achievement standards The achievement standards for History show development in conceptual understanding and skills They are aligned to History concepts and skills and History knowledge strands.

Achievement standards Levels 7–8 By the end of Level 8, students identify and explain patterns of change and continuity over time. They analyse the causes and effects of events and developments. They identify the motives and actions of people at the time. Students evaluate the significance of individuals and groups and how they were influenced by the beliefs and values of their society. They evaluate different interpretations of the past. Students sequence events and developments within a chronological framework with reference to periods of time. 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. In developing these texts, and organising and presenting their findings, they use historical terms and concepts, evidence identified in sources, and acknowledge their sources of information. Levels 3–4 By the end of Level 4, 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. 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. Students create a narrative or description which explains continuity and change and cause and effect using historical terms.

Scope and Sequence Progression of Historical Concepts and Skills Historical Knowledge Achievement Standards at F–2 and then two level bands

Sum Up Strengthen the discipline of History Reduce duplications Create clarity Consistent use of historical concepts Clear progression. Strand 1 Historical Concepts and Skills Disciplinary concepts and skills are explicit Strand 2 Historical Knowledge Historical concepts are explicit within knowledge descriptors Achievement Standard Progression of concepts and skills are aligned with Strand 1 and Strand 2

Resources Victorian Curriculum http://victoriancurriculum.vcaa.vic.edu.au/ History specific advice http://www.vcaa.vic.edu.au/Pages/foundation10/viccurriculum/history/history.aspx Revised curriculum, planning and reporting guidelines http://www.vcaa.vic.edu.au/Pages/foundation10/viccurriculum/curriculumplanning.aspx Scootle https://www.scootle.edu.au/ec/p/home ABC Splash http://splash.abc.net.au/home#!/home

Contact Pat Hincks Curriculum manager: History and Civics E: hincks.patricia.m@edumail.vic.gov.au P: 9032 1694