1. Victorian Curriculum History 7–10 Familiarisation
Gerry Martin
Acting Curriculum Manager History and Civics and Citizenship

3. Key features
Structured as a learning continuum that enable teachers to identify the current levels of achievement and then plan for progression
Includes 11 levels for English and Mathematics and bands (5 or 6) for all other Learning Areas and Capabilities
Levels A-D supporting students with disabilities
Cross-curriculum priorities (Aboriginal and Torres Strait Islander histories and culture, Asia and Australia’s engagement with Asia, and Sustainability) are embedded in the Learning Areas and Capabilities, not represented as additional or separate curriculum
4 rather than 7 capabilities included in the curriculum.
Additional 3 general capabilities in the Australian Curriculum are Literacy, Numeracy and ICT. Teachers will develop students’ learning of literacy, numeracy and ICT across the curriculum. These capabilities are incorporated in the learning areas and do not require separate treatment.

4. Overview The History curriculum is written for Levels F – 10.
The Humanities include four disciplines
The Humanities
Civics and Citizenship
Economics and Business
Geography
History

5. Key changes
Historical methods and procedures are strengthened and explicit in both strands
Two strands
Historical Concepts and Skills
Historical Knowledge
Removal of duplication and pedagogy
Historical questions and research (Australian Curriculum) now sits in the Critical and Creative Thinking Capability- Questions and Possibilities
Explanation and communication- is the product of student historical thinking
The Historical concepts and skills are moved to the front of the curriculum to emphasize the importance of the disciplinary characteristics of history
Explanation and communication- When using historical sources as evidence, students draw on historical perspectives and interpretations when constructing arguments about the past.
Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced(ACHHS174)
View additional details about Literacy View additional details about Critical and Creative Thinking
Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS175)

6. Key changes 11 levels changed to five bands
2 level bands e.g. Level 3-4
Achievement Standard at each two level band
Consistent with other learning areas
Strengthen curriculum coherence
Greater flexibility for schools in how to organise the delivery of the history curriculum

7. History Structure
Historical Concepts and Skills
Historical Knowledge

8. Key Changes
Depth Studies and Overview (AusVELS) structure has been embedded in Historical Contexts (Victorian Curriculum)
Levels 7-8: Investigating History has been embedded within the Ancient Civilisations knowledge descriptors
Levels 7-8: A new context, Aboriginal and Torres Strait and Islander Peoples and Cultures

9. Strand: Historical Concepts and Skills
Key Changes:
Historical skills strand has been renamed Historical Concepts and Skills
Historical perspectives and historical interpretations are sub-strand descriptors under the skill ‘Use historical sources as evidence’
Clear progression of concepts and skills F–10
Concepts are explicitly emphasized in the strand Historical Knowledge.
Located at the beginning of each level to emphasise the discipline of history.
These are explained in the Learning in History

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

11. Scope and Sequence Progression of Historical Concepts and Skills
Historical Knowledge
Achievement Standards at two level bands

12. Strand: Historical concepts and skills
In Levels 7-10 the
Overviews are now embedded in the Historical concepts and skills- Sequencing Chronology

13. Progression of concepts and skills
Identify Continuity and Change
F-2: 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…

14. Strand: Historical Knowledge
Clarity and reduced repetition e.g. Level 7 and 8
Elaborations contextualise the historical knowledge

15. Strand: Historical Knowledge Levels 7 and 8
Historical Concepts and Skills are explicit.
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 effected 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 achievement’s 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

16. Strand: Historical Knowledge
Level 7- 8 Middle Ages and Early Exploration c.650 AD (CE)–1750 options have been restructured
Level 7-8 The Black Death in Asia, Europe and Africa (14th century plague) has been consolidated into Medieval Europe, Ottoman Empire, Mongol Expansion and Renaissance(cause)
Level 7-8 re-ordering of the choices so there is a chronological progression
Level 9-10 Progressive ideas and movements, Movement of peoples have been consolidated into the Industrial Revolution and Australia and Asia
Level 9-10 Globalising World, addition of another study - Political Crisis

17. Victorian Curriculum Website
Lets explore

18. Capabilities
Where appropriate draw on the progression to develop students learning
It is a whole-school decision on how the capabilities are to be taught. Learning Areas do not have to integrate all the capabilities into all of their curriculum. Whole-school planning is fundamental.

19. Historical Concepts and Skills
Example 2 Levels 7and 8
Inquiry: How can we be responsible for protecting archaeological sites such as the ancient city of Palmyra?
Ethical Capability
Historical Concepts and Skills
Historical Knowledge
Historical concepts and Skills strand
Sequence significant events in chronological order to analyse the causes and effects and identify continuities and changes 
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
Analyse the causes and effects of significant events that caused change and/or a decline over the period 
Historical knowledge strand
The significance and importance of conserving the remains and heritage of the past
Use the concepts and Skills to frame the Inquiry process
Understanding Concepts’- Rights an Responsibilities
Decision Making and Action

20. How can we be responsible for protecting archaeological sites such as the ancient city of Palmyra?
Monumental gate on Colonnaded Street in Palmyra.
Flickr: John Winder

21. Curriculum Organisation: two-level bands
Traditional organisation
Alternate organisation
Level 7
Aboriginal and Torres Strait Islanders Peoples and Cultures
Ancient world and early civilisations – BC (BCE) – c.650 AD (CE)
European and the Mediterranean world- Ancient Rome
The Asian-Pacific world –China
Level 8 Middle Ages and early exploration
European and the Mediterranean world- Medieval Europe
The Asian-Pacific world – Mongol Expansion (c )
Expanding Contacts: Discovery and Exploration - Renaissance Italy
Level 7
Aboriginal and Torres Strait Islanders Peoples and Cultures
European and the Mediterranean world-
Ancient Rome
Medieval Europe (c.590 – c. 1500)
Renaissance Italy (c c.1600)
Level 8
The Asian-Pacific World
China
Mongol Expansion (c.1206 – c.1368)

22. Locating information
Curriculum
Resources and Support

23. Support
Phase 1: Professional learning for principals/curriculum leaders
Phase 2: School-based planning
Phase 3: Professional learning in specialist areas

24. Curriculum planning
Is not the responsibility of the
individual teacher – it is a team effort
Recognises that we are educating the whole child across many years of schooling - curriculum is designed as a continuum of learning
Without the “what” students should learn, pedagogy is a process without purpose
Deep familiarity with the curriculum is essential

25. Curriculum Planning
Curriculum Mapping Templates

26. Timelines
Implementation of the new Victorian Curriculum can commence in individual schools as soon as they choose, with all schools required to implement the new curriculum from the start of In other words, schools will have the remainder of 2015 and all of 2016 to prepare for full implementation in 2017.
From 2015
AusVELS curriculum available
AusVELS website archived December 2016
Victorian Curriculum available
Full implementation from 2017

27. 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

28. Supporting learning
The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly (Ausubel 1968)
Vygotsky (1978) referred to the ‘zone of proximal development’ the region of ‘just manageable difficulties’ where students can succeed but often only with the support of others for example through scaffolding activities.
… learning is enhanced when teachers pay attention to the knowledge and beliefs that learners bring to the learning task and use this knowledge as a starting point for new instruction (Bransford et al 2000)

29. Summary Discipline of History is strengthened
Duplication and repetition eliminated
Greater clarity
Consistent and explicit use of historical concepts
Clear progression
Strand
Historical Concepts and Skills
Disciplinary concepts and skills are explicit
Progression of concepts and skills
Historical Knowledge contexts
Historical concepts are explicit within the knowledge content descriptors
Achievement Standard
Achievement Standards

30. Contact Gerry Martin Telephone: 61 3 9032 1694 Mobile: 04 3911 3496
Acting Curriculum Manger
History and Civics and Citizenship
Telephone:
Mobile:

31. Additional contact details
VCAA websites
Victorian Curriculum
Curriculum Planning Resources:
Contacts
Sharon Foster
Manager
Phone: (03)