1. Senior Australian Curriculum: History Summary and Advice December 2012 Ingrid Purnell Manager, Publishing and Australian Curriculum Projects History Teachers’ Association of Victoria

2. Introduction The Howard government convened the Australian History Summit in 2006 to develop a national curriculum in History The Australian Curriculum, Assessment and Reporting Authority (ACARA) was established by the Rudd government in 2008 Phase 1 subjects (highest priority): English Mathematics Science History Foundation–Year 10: Australian Curriculum (AC) History will be implemented in some form from 2013 in most states and territories. In Victoria it comes under AusVELS (http://ausvels.vcaa.vic.edu.au/) Senior secondary: ACARA released its courses in Ancient and Modern History on 13 December; these have been endorsed by states and territories HOWEVER, Victoria has not yet confirmed that it will offer these courses; thus, VCE History will continue until 2014 at the very least Australian Curriculum

3. Ancient History * Victoria has not yet confirmed whether it will offer this course Unit 1: Investigating the Ancient World Learning outcomes Understand the nature and reliability of evidence of the ancient past Understand custodianship, preservation and display of ancient materials Apply key concepts as part of a historical inquiry (e.g. evidence, perspectives) Use historical skills to investigate representations of the ancient world Historical knowledge and understanding Study TWO of the following issues regarding preservation and display: Historical authentication and reliability (e.g. Piltdown Man, Turin shroud) Preservation/conservation and/or site reconstruction (e.g. Mycenae, Persepolis) Cultural heritage, ownership and the role of museums (e.g. Bust of Nefertiti) Treatment and display of human remains (e.g. Indigenous Australians; mummified remains, bog bodies) AND Study at least ONE of the following: Site: Thera (Santorini); Masada Event: Battle of Kadesh; Destruction of Troy; ‘Fall’ of Roman Empire in West; Roman games Individual: Alexander the Great; Cleopatra; Cao Cao Group: Celts; Early Christians ACARA course *

4. Ancient History Unit 2: Ancient Societies Learning outcomes Understand political, social and economic features of ancient societies Understand that interpretations of the past change and depend on context Apply key concepts as part of a historical inquiry (e.g. reliability, significance) Use historical skills to investigate key features of ancient societies Historical knowledge and understanding Study TWO of the following topics, using historical skills: Old Kingdom Egypt (3rd to 6th Dynasties) Egypt in the Ramesside Period (19th and 20th Dynasties) Bronze Age Greece: Minoans or Mycenaeans (2000–1100 BC) Sparta (c. 700–371 BC) Persia (559–330 BC) Rome (753–264 BC) Rome (264–133 BC) Ptolemaic Egypt (331 BC–AD 31) China in the Qin and Han Dynasties (221 BC–AD 220) Israel and Judah (961–586 BC) Assyria (721–612 BC) India in the Mauryan Dynasty (321–185 BC) Study ONE of the following features: Slavery Art and architecture Weapons and warfare Technology and engineering The family Beliefs, rituals and funerary practices ACARA course

5. Ancient History Unit 3: People, Power and Authority Learning outcomes Understand the nature and extent of change and continuity within the period Understand power over time and the impact of a significant individual Apply key concepts as part of a historical inquiry (e.g. cause/effect, continuity) Analyse interpretations and form a historical argument using evidence Historical knowledge and understanding Study ONE of the following societies, incorporating skills: New Kingdom Egypt to the death of Horemheb Persia (560–330 BC) Archaic Greece (900–600 BC) Athens (490–445 BC) Rome (133–63 BC) Rome (63 BC–AD 14) Later Han and the Three Kingdoms (AD 180–280) AND Study ONE of the following individuals: Akhenaten, Augustus, Caesar, Cicero, Cimon, Darius I, Hatshepsut, Liu Bei, Livia, Pericles, Solon, Sulla, Themistocles, Thutmose III, Zhuge Liang, Xerxes ACARA course

6. Ancient History Unit 4: Reconstructing the Ancient World Learning outcomes Understand the nature and significance of the sources and how they contribute to an understanding of key features and developments of the period Understand the interpretation of sources and the reconstruction of the period Apply key concepts in a historical inquiry (e.g. significance, contestability) Use historical skills to investigate and evaluate the period Historical knowledge and understanding Study at least ONE of the following periods, incorporating historical skills: Thebes – East and West (18th Dynasty Egypt) New Kingdom imperialism, diplomacy and governance (18–20th Dynasty Egypt) The Athenian Agora and Acropolis (514–399 BC) Athens, Sparta and the Peloponnesian War (435–404 BC) The Julio-Claudians and ‘Imperial’ Rome (AD 14–68) Pompeii and Herculaneum (80 BC–AD 79) Focus Geographic and historical context of period; nature and range of sources; reliability and evaluation of sources; changing interpretations of sources ACARA course

7. Modern History * Victoria has not yet confirmed whether it will offer this course Unit 1: Understanding the Modern World Learning outcomes Understand key developments that have helped define the modern world, including their short- and long-term consequences Understand the key ideas and their significance for the contemporary world Apply key concepts (see below) as part of a historical inquiry Use historical skills to investigate developments of the modern era and the nature of sources Historical knowledge and understanding Study TWO topics, with at least ONE from the following list: Enlightenment (1750–1789) American Revolution (1763–1812) French Revolution (1774–1799) Industrial Revolutions (1750–1890s) Age of Imperialism (1848–1914) An alternative development or turning point Key concepts The nature of significance; the changing nature of sources and representations; historical legacies ACARA course *

8. Modern History Learning outcomes Understand key features and consequences of movements for change Understand the significance of movements, their ideas and methods Apply key concepts (see below) as part of a historical inquiry Use historical skills to investigate these movements in the modern period Unit 2: Movements for Rights and Recognition in the 20 th Century Historical knowledge and understanding Study TWO of the following twentieth-century movements: Women’s movements Recognition and rights of indigenous peoples Decolonisation Civil rights movement in USA Workers’ movements Key concepts Factors leading to the development of movements Methods adopted to achieve effective change Changing nature of movements throughout twentieth century Changing perspectives of value and significance of these movements ACARA course

9. Modern History Unit 3: Modern Nations in the Twentieth Century Learning outcomes Understand characteristics, internal divisions and external threats facing modern nations and experiences of individuals and groups within those states Understand significance of changes faced and paths of development taken Apply key concepts (see below) as part of a historical inquiry Use historical skills to investigate the history of selected nations Historical knowledge and understanding Study ONE nation from List 1 and ONE from List 2: LIST 1 USA (1917–1945) Australia (918–1949) Germany (1918–1945) Russia and Soviet Union (1917–1945) LIST 2 Japan (1931–1967) India (1947–1974) Indonesia (1942–1974) China (1937–1976) ACARA course Key concepts Reliability and usefulness of evidence Cause and effect Change and continuity Significance Empathy Contestability Changing representations and interpretations

10. Modern History Unit 4: The Modern World Since 1945 Learning outcomes Understand distinctive features of the modern world since WWII Understand changes over time and their significance to the experience of individuals, groups, nations and the international community Apply key concepts (see below) as part of a historical inquiry Use historical skills to investigate distinctive features of the world since 1945 Historical knowledge and understanding Study ONE of the following topics, focusing on 1945–2010: The changing world order Engagement with Asia A globalised world Movements of people The struggle for peace in the Middle East The search for peace and security Key concepts Causation; change and continuity; historical significance; changing representations and interpretations of the past; contestability ACARA course

11. Key Questions Will states and territories develop some common content/skills to be covered? How will states provide common learning with different assessment systems? Could Victoria offer Ancient History at senior level? Will elements of Modern History be incorporated into current VCE courses? Are there enough university courses to train teachers in the new topics? Might the Australian and Victorian Baccalaureates affect student choices? Could the material be examined fairly with so many topic options? Senior History

12. Advice Expect to teach VCE History to 2014 at very least Read Ancient and Modern History course outlines Attend ACARA briefings where possible Attend HTAV professional learning events Subscribe to ACARA and VCAA updates* Check HTAV website and bulletin for updates Give VCAA feedback on current VCE History * www.acara.edu.au/new_media/subscribe.html www.vcaa.vic.edu.au/Pages/correspondence/bulletins/bulletinonlinesubscribe.aspx Teachers