AusVELS History
F – 10
Pat Hincks
27 August 2013
1
History: Common questions
•
•
•
•
•
Is there a mandated time?
Does it have to be taught for a whole year?
What is the status of the elaborations?
What about multi-age/ composite classes?
Can we ‘integrate’ history with other
subjects?
• How can we fit it into a ‘crowded curriculum’?
2
History and time allocation
There is no time allocation which is mandated
for AusVELS History. However:
History F – 2 was written for 20 hours a year
History 3 – 6 was written for 40 hours a year
History 7 – 10 was written for 50 hours a year
Source: Curriculum Design Paper, ACARA,
http://www.acara.edu.au/curriculum/curriculum_design_and_development.html
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Curriculum – not pedagogy
Jurisdictions, systems and schools will be able to
implement the Australian Curriculum in ways that
value teachers’ professional knowledge, reflect
local contexts and take into account individual
students’ family, cultural and community
backgrounds. Schools and teachers determine
pedagogical and other delivery considerations.
(Source: The Shape of the Australian Curriculum, ACARA, www.acara.edu.au )
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Humanities and Social Sciences
Curriculum
History
Geography
Civics and
Citizenship
Economics and
Business
F-2
20 hours per
year
20 hours per
year
NIL
NIL
3-4
40 hours per
year
40 hours per
year
20 hours per
year
NIL
5-6
40 hours per
year
40 hours per
year
20 hours per
year
20 hours per
year
7-8
50 hours per
year
50 hours per
year
20 hours per
year
20 hours per
year
9-10
50 hours per
year
50 hours per
year
20 hours per
year
50 hours per
year
5
Rationale
Depth Studies
Knowledge
Content descriptions
Elaborations
Level descriptions
Achievement
standards
Cross curriculum priorities
Aims
Skills
Understanding
Overviews
Concepts
6
RATIONALE:
History is a disciplined process of inquiry into the past that develops
students' curiosity and imagination. Awareness of history is an
essential characteristic of any society, and historical knowledge is
fundamental to understanding ourselves and others. It promotes the
understanding of societies, events, movements and developments
that have shaped humanity from earliest times. It helps students
appreciate how the world and its people have changed, as well as the
significant continuities that exist to the present day. History, as a
discipline, has its own methods and procedures which make it
different from other ways of understanding human experience. The
study of history is based on evidence derived from remains of the
past. It is interpretative by nature, promotes debate and encourages
thinking about human values, including present and future
challenges. The process of historical inquiry develops transferable
skills, such as the ability to ask relevant questions; critically analyse
and interpret sources; consider context; respect and explain different
perspectives; develop and substantiate interpretations, and
communicate effectively.
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AIMS: The Australian Curriculum: History aims to ensure that
students develop:
• interest in, and enjoyment of, historical study for lifelong
learning and work, including their capacity and willingness
to be informed and active citizens
• knowledge, understanding and appreciation of the past and
the forces that shape societies, including Australian society
• understanding and use of historical concepts, such as
evidence, continuity and change, cause and effect,
perspectives, empathy, significance and contestability
• capacity to undertake historical inquiry, including skills in
the analysis and use of sources, and in explanation and
communication.
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History: Structure Primary
AusVELS History
Explanations
Level Descriptions
a) Overview of the level Content
b) Key concepts of history understanding
c) Key inquiry questions
a) What will be taught at that level
b) Continuity and change, cause and
effect, perspectives, empathy and
significances, Sources
c) Inquiry questions frame teaching
and learning for that year
Content Descriptions
a) Historical knowledge and understanding
b) Historical skills
Knowledge and understanding strands
are year by year
Historical skills strands are in a three
level band from F – 2 and then in two
level bands
Achievement Standards
Focus on understanding and skills
Describe what students know and can
do at each level
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History: Structure Secondary
AusVELS History
Explanations
Level Descriptions
a) Overview of the Y level Content
b) Key concepts of history understanding
c) Key inquiry questions
a) What will be taught at that level
b) Continuity and change, cause and
effect, perspectives, empathy and
significances, evidence, contestability
c) Inquiry questions frame teaching
and learning for that level
Content Descriptions
a) Historical knowledge and understanding
Overview
Depth Studies
b) Historical skills
Knowledge and understanding strands
are level by level
Historical skills strands in two level
bands
Overviews provide a context for the
level
Varying choice in Depth Studies
Achievement Standards
Focus on understanding and skills
Describe what students know and can
do at each level
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Historical sequence
Level
Content
Level F
Personal and Family
Histories
Level 1
Level 2
Present and Past Family The Past in the Present
Life
The Foundation curriculum
provides a study of personal and
family histories. Students learn
about their own history and that
of their family
The Level 1 curriculum provides
a study of present and past
family life within the context of
the students’ own world.
The Level 2 curriculum provides a study of local
history.
Concepts of
historical
understanding
continuity and change, cause and effect, perspectives, empathy and significance
Key questions
What is my history and how do I
know?
How has family life changed or
remained the same over time?
What aspects of the past can you see today?
What do they tell us?
What stories do other people tell
about the past?
How can we show that the
present is different from or
similar to the past?
What remains of the past are important to the
local community? Why?
How can stories of the past be told
and shared?
How do we describe the
sequence of time?
How have changes in technology shaped our
daily life?
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Level
Content
Level 3
Community and Remembrance
Level 4
First Contacts
The Level 3 curriculum provides a study of identity and
diversity in both a local and broader context….
students explore the historical features and diversity of
their community as represented in symbols and
emblems of significance, and celebrations and
commemorations…
The Level 4 curriculum introduces world history and the
movement of peoples. Beginning with the history of
Aboriginal and Torres Strait Islander peoples, students
examine European exploration and colonisation in Australia
and throughout the world up to the early 1800s.
Concepts of
historical
understanding
sources, continuity and change, cause and effect, perspectives, empathy and significance.
Key questions
Who lived here first and how do we know?
Why did the great journeys of exploration occur?
How has our community changed? What features have
been lost and what features have been retained?
What was life like for Aboriginal and/or Torres Strait Islander
Peoples before the arrival of the Europeans?
What is the nature of the contribution made by
different groups and individuals in the community?
Why did the Europeans settle in Australia?
How and why do people choose to remember
significant events of the past?
What was the nature and consequence of contact between
Aboriginal and/or Torres Strait Islander Peoples and early
traders, explorers and settlers?
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Level
Content
Level 5
The Australian Colonies
Level 6
Australia as a nation
Level 5 curriculum provides a study of colonial
Australia in the 1800s. Students look at the
founding of British colonies and the development
of a colony.
Level 6 [covers] the development of Australia as a
nation, particularly after 1900. Students explore the
factors that led to Federation and experiences of
democracy and citizenship over time…. Students learn
about the way of life of people who migrated to
Australia and their contributions….
Concepts of
historical
understanding
sources, continuity and change, cause and effect, perspectives, empathy and significance.
Key questions
What do we know about the lives of people in
Australia’s colonial past and how do we know?
Why and how did Australia become a nation?
How did an Australian colony develop over time
and why?
How did Australian society change throughout the
twentieth century?
How did colonial settlement change the
environment?
Who were the people who came to Australia? Why did
they come?
What were the significant events and who were
the significant people that shaped Australian
colonies?
What contribution have significant individuals and
groups made to the development of Australian society?
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Level
Content
Level 7
The Ancient World
Level 8
The Ancient to the Modern World
The Level 7 curriculum provides a study of history
from the time of the earliest human communities
to the end of the ancient period, approximately
60,000BC (BCE)– c. 650AC (CE)…. a range of
societies including Australia, Egypt, Greece,
Rome, China and India.
The Level 8 curriculum provides a study of history from the
end of the ancient period to the beginning of the modern
period c650AD (CE) – 1750. …when major civilisations
around the world came into contact with each other.
Social, economic, religious and political beliefs were often
challenged and significantly changed.
Concepts of
historical
understanding
evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability
Key questions
How do we know about the ancient past?
Why and where do the first human communities
develop?
What emerged as the defining characteristics of
ancient societies?
How did societies change from the end of the ancient
period to the beginning of the modern age?
What key beliefs and values emerged and how did they
influence societies?
What were the causes and effects of contact between
societies in this period?
What have been the legacies of ancient societies?
Which significant people, groups and ideas from this period
have influenced the world today?
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Level
Content
Concepts of
historical
understanding
Key questions
Level 9
The Making of the Modern World
Level 10
The Modern World and Australia
The Level 9 curriculum provides a study of the
making of the modern world from 1750 to 1918. It
was a period of industrialisation and rapid change in
the way people lived, worked and thought. It was an
era of nationalism and imperialism and the
colonisation of Australia….culminated in WW1…
The Level 10 curriculum provides a history of the
modern world and Australia from 1918 to the present
with an emphasis on Australia in its global
context….became a critical period in Australia’s social,
cultural, economic and political development…..a time
of political turmoil, global conflict and international
cooperation…Australia’s place.
evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability
How did the nature of global conflict change during
the twentieth century?
What were the consequences of World War II?
How did these consequences shape the modern
world?
How was Australian society affected by other
significant global events and changes in this period?
How did the nature of global conflict change during
the twentieth century?
What were the consequences of World War II? How
did these consequences shape the modern world?
How was Australian society affected by other
significant global events and changes during this
period?
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Historical understanding
• Continuity and change: aspects of the past that remained the
same over certain periods of time and aspects that are different
• Cause and effect used by historians to identify chains of events
and developments over time (understanding of motivation and
consequences).
• Perspectives: understanding the different social, cultural and
intellectual contexts that shaped people’s lives and actions in
the past and the various viewpoints on past events.
• Empathy: understanding of the past from the point of view of a
particular individual or group, including an appreciation of the
circumstances they faced, and the motivations, values and
attitudes behind their actions
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Historical understanding
• Significance: the importance that is assigned to particular
aspects of the past, eg events, developments, movements
and historical sites.
• Sources: artefacts, photos, artworks, letters and accounts
etc of the past produced at the time primary and
afterwards secondary
• Evidence: information obtained from sources that is
valuable for a particular inquiry
• Contestability: occurs when particular interpretations about
the past are open to debate, for example, as a result of a
lack of evidence or different perspectives
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Elaborations
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Skills
F-2
3-4
5-6
Sequence historical people and events
Use historical terms
Sequence historical people and events
Use historical terms and concepts
Pose a range of questions about the past
Identify questions to inform an historical
inquiry
Identify and locate a range of relevant sources
Locate relevant information from sources
provided
Locate information related to inquiry questions
in a range of sources
Compare information from a range of sources
Identify different points of view
Identify points of view in the past and present
Develop a narrative about the past
Develop historical texts, particularly
narratives
Develop historical texts, particularly narratives
and descriptions, which incorporate source
material
Use a range of communication forms (oral,
graphic, written, role play) and digital
technologies
Use a range of communication forms (oral,
graphic, written) and digital technologies
Chronology, terms and concepts
Sequence familiar objects and events
Distinguish between the past, present and
future
Historical questions and research
Pose questions about the past using
sources provided
Analysis and use of sources
Explore a range of sources about the past
Identify and compare features of objects
from the past and present
Perspectives and interpretations
Explore a point of view
Explanation and communication
Use a range of communication forms (oral,
graphic, written) and digital technologies
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Skills
7-8
9 - 10
Chronology, terms and concepts
Sequence historical events, developments and periods
Use historical terms and concepts
Use chronological sequencing to demonstrate the relationship
between events and developments in different periods and places
Use historical terms and concepts
Historical questions and research
Identify a range of questions about the past to inform an historical
inquiry
Identify and locate relevant sources, using ICT and other methods
Identify and select different kinds of questions about the past to
inform an historical inquiry
Evaluate and enhance those questions
Identify and locate relevant sources, using ICT and other methods
Analysis and use of sources
Identify the origin and purpose of primary and secondary sources
Locate, compare, select and use information from a range of sources
as evidence
Draw conclusions about the usefulness of sources
Identify the origin, purpose and context of primary and secondary
sources
Process and synthesise information from a range of sources for use as
evidence in an historical argument
Evaluate the reliability and usefulness of primary and secondary
sources
Perspectives and interpretations
Identify and describe points of view, attitudes and values in primary
and secondary sources
Identify and analyse the perspectives of people from the past
Identify and analyse different historical interpretations ( including their
own)
Explanation and communication
Develop texts, particularly descriptions and explanations that use
evidence from a range of sources that are acknowledged
Use a range of communication forms (oral, graphic, written, role play)
Develop texts, particularly descriptions and discussions that use
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evidence from a range of sources that are referenced
Use a range of communication forms (oral, graphic, written) and
Achievement standards
• Level by level
• Two paragraphs 1) understanding 2) skills
• Designed to answer the question: What do I want
students to know and be able to do at this level?
• Used with the content descriptions to plan
curriculum. The Knowledge and understanding
and Skills strands provide the content that allows
students to reach the standards.
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Historical Knowledge and Understanding Level 5
The Australian Colonies
• Reasons (economic, political and social) for the establishment of British
colonies in Australia after 1800. (ACHHK093)
• The nature of convict or colonial presence, including the factors that
influenced patterns of development, aspects of the daily life of the
inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples)
and how the environment changed. (ACHHK094)
• The impact of a significant development or event on a colony; for example,
frontier conflict, the gold rushes, the Eureka Stockade, internal exploration,
the advent of rail, the expansion of farming, drought. (ACHHK095)
• The reasons people migrated to Australia from Europe and Asia, and the
experiences and contributions of a particular migrant group within a colony.
(ACHHK096)
• The role that a significant individual or group played in shaping a colony; for
example, explorers, farmers, entrepreneurs, artists, writers, humanitarians,
religious and political leaders, and Aboriginal and/or Torres Strait Islander
peoples. (ACHHK097)
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Historical Skills Level 5
Chronology, terms and concepts
• Sequence historical people and events (ACHHS098)
• Use historical terms and concepts (ACHHS099)
Historical questions and research
• Identify questions to inform an historical inquiry (ACHHS100)
• Identify and locate a range of relevant sources (ACHHS101)
Analysis and use of sources
• Locate information related to inquiry questions in a range of sources
(ACHHS102)
• Compare information from a range of sources (ACHHS103)
Perspectives and interpretations
• Identify points of view in the past and present (ACHHS104)
Explanation and communication
• Develop texts, particularly narratives and descriptions, which incorporate source
materials (ACHHS105)
• Use a range of communication forms (oral, graphic, written) and digital
technologies (ACHHS106)
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Level 5 Achievement Standard
By the end of Level 5, students identify the causes and
effects of change on particular communities, and
describe aspects of the past that remained the same.
They describe the different experiences of people in the
past. They describe the significance of people and events
in bringing about change.
Students sequence events and people (their lifetime) in
chronological order, using timelines. When researching,
students develop questions to frame an historical inquiry.
They identify a range of sources and locate and record
information related to this inquiry. They examine sources
to identify points of view. Students develop, organise and
present their texts, particularly narratives and
descriptions, using historical terms and concepts.
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AusVELS Resources and Support
http://www.vcaa.vic.edu.au/Pages/foundation1
0/curriculum/index.aspx
General advice and FAQs
Under History menu
• Summaries of differences between AusVELS
and VELS
• Planning templates
• Progression Points
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Progression point examples
• Assist teachers in the assessment and reporting of student achievement.
• In AusVELS, the progression point examples are provided in 0.5 increments.
Progression point examples are
designed to:
Progression point examples are NOT
designed to:
• illustrate how a student might show
evidence of progression
• be used in conjunction with other
tools such as annotated student work
samples
• be modified by schools so that the
examples reflect the curriculum
structure and timing of when
knowledge and skills are taught and
assessed
• replace standards
• be used as a definitive or mandated
set of progression measures for
student assessment
• be the only resource used by teachers
to assign progression points on
student reports
27
Select aspect
of content
descriptions
Develop assessment tasks
that will allow students to
demonstrate aspects of
achievement standards
28
Do all students in Years 9-10 have to study the Australian
Curriculum/AusVELS?
The Victorian Minister for Education has endorsed the
implementation of the Australian Curriculum for English,
Mathematics, History and Science in Victorian schools F-10
from 2013. There is therefore now an expectation that all
students will have access to the content defined by the
curriculum for these subject across the years F–10 and
that, for most students, their program of learning will
include assessment of their learning of this content.
Exceptions might include students who are following
individual learning plans, students undertaking schoolbased apprenticeships or students undertaking VCE studies
in Year 10.
http://www.vcaa.vic.edu.au/Pages/foundation10/curriculum/faq.aspx#9_10
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HTAV
School/network based PD ( Jo Clyne, Education
Officer)
Primary and Secondary Resources: Login>
Members only> Resources
30
Additional resources
• History Teachers’ Association of Australia:
http://www.historyteacher.org.au/
• Scootle: www.scootle.edu.au
31
History: Common questions
•
•
•
•
•
Is there a mandated time?
Does it have to be taught for a whole year?
What is the status of the elaborations?
What about multi-age/ composite classes?
Can we ‘integrate’ history with other
subjects?
• How can we fit it into a ‘crowded curriculum’?
32
Victorian Curriculum and Assessment
Authority (VCAA)
www.vcaa.vic.edu.au
Pat Hincks
Humanities and Social Sciences Curriculum
Manager
hincks.patricia.m@edumail.vic.gov.au
33