1. How has History changed? F-10

2. 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

3. 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.

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

5. 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

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

7. 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

8. 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…

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

10. 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

11. 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.

12. 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

13. 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

14. 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 (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)

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

16. 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.

17. 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) – 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.

18. 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

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

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

21. Level 7–8 – explicit concepts
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.

22. 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)

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

24. 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.

25. 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.

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

27. 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

28. Resources
Victorian Curriculum History specific advice Revised curriculum, planning and reporting guidelines Scootle ABC Splash

29. Contact Pat Hincks Curriculum manager: History and CivicsE: P: