Victorian Curriculum Historical concepts and skills Strand History

Victorian Curriculum Historical concepts and skills Strand History F-6

Victorian Curriculum History Structure Historical Concepts and Skills Historical Knowledge

History Curriculum Knowledge Skills Do: What do we want students to be able to do? Concepts Achievement Standard Know: What do we want students to know Think about: How should students think about the past?

1. Exploring the Historical concepts and skills strand

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

Strand: Historical Knowledge Levels 3 and 4 Historical Concepts and Skills are explicit in the strand content descriptors. Community, remembrance and celebrations • The significance of Country and Place to Aboriginal and Torres Strait Islander peoples who belong to a local area (VCHHK 072) • A significant example of change and a significant example of continuity over time in the local community, region or state/territory (VCHHK 073) • The role that people of diverse backgrounds have played in the development and character of the local community and/or other societies (VCHHK 074) • One significant narrative, myths or celebration from the past (VCHHK 075) • Significance of days and weeks celebrated or commemorated in Australia and the importance of symbols and emblems, including Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC week and National Sorry Day(VCHHK 076) • Significance of celebrations and commemorations in other places around the world(VCHHK 077)

Sequencing Chronology Timelines/ Narratives Identifying relationships Organising/ selecting Observing patterns

Activities • Create a comic strip that tells the narrative • Create an annotated timeline- identify patterns ‒ Digital Timelines • Sequence primary sources in chronological order. • Identify a cause and effect on the timeline. by making links between them.

Using Historical Sources as Evidence Primary Sources Secondary Sources • Exploring Perspectives • Explaining historical interpretations • Ask Questions • Develop a historical argument Identification Winburg 2001 Attribution Close Analysis Comparing Sources

Sourcing Questions 1. Identification • • What type of source is it? Who created the source? When was is created? What events are described in the source? • Who is represented? 3. Close Analysis • What are the features of the source (literal and symbolic elements)? 2. Attribution • What is the purpose of the source? • Who is the intended audience? 4. Comparing Sources • How does this source compare to another? • What are the similarities and differences between sources? Why may they exist?

Activity • Use a selection of visual sources or quotes from the time to tell a story or explain a change • Annotate two sources of a place from two periods of time an identify changes. • Choose three sources: ‒ Identify features, ‒ Describe the source ‒ Explain the context ‒ Discuss purpose ‒ Compare with other sources-

Identifying Continuity and Change

Activities • Using narratives and timelines as a starting point helps support students understanding of the sequence of events. ‒ Observe/explain patterns, changes, continuities, causes, effects, turning points, conditional factors, human actions • Design questions to explore change. • Using multiple sources on a event, identify change and explain why change may have happened.

Analysing causes and effect French depiction of Aboriginal life, 1807 (Tasmanian Library, SLT) Schramm, Alexander (1850) A scene in South Australia Available at: Art Gallery of South Australia, http: //www. artgallery. sa. gov. au

CAUSES Causes Active role, motivations, intentions of people/movements in promoting, shaping and resisting change. Short or - Long term actions, events, ideologies - Long term trends- conditional factors - Short term triggers TURNING POINTS EFFECTS Turning Points The point at which a very significant change occurs; a decisive moment. a moment when the course of events is changed Effects Actions that cause change often have intended and unintended consequences

Activities • Choose a source and explain why it is a cause? Or an effect? • Group primary sources in order of short/long term causes/effects • Rank them in order- the 3 most and 3 least significant causes/consequences. (Ranking ladder or Weighing Causes • Choose one; “Think, pair, share”: list/organise as many intended and unintended consequences/effects • Asking questions “What if…. ? ” allows students to continue to be critical in their analytical and evaluative thinking.

Provide students with a list of events, ideas, individuals and groups. 1. If the cause is important, place it in the rectangle. The greater the cause, the closer to the centre place the source/idea. 2. If it is not relevant, place outside the circle. 3. Explain your reasoning behind your choice. What caused the X Event?

Determining historical significance • Requires judgement – evaluation based on criteria. ‒ How important was it to people who lived at that time? ‒ How many people were affected? ‒ How were people’s lives changed? ‒ How long lasting were the consequences? ‒ What is its legacy?

Activities • Create criteria to determine if a person, event, idea is significant. • Provide a list of events and ask students to rank them in order of importance and explain their reasons. Compare with a partner and discuss why there maybe differences. • Rank the sources in order of the most significant cause/effect/change. Justify your choice.

2. Approaches to curriculum development and assessment.

Developing a learning Program 1. How long do I have to teach a particular unit of work/learning? 2. How are we going to assess our history program? • How am I going to know students are working towards the standard and/or at the Standard? 3. What prior understanding of historical concepts and skills do students have?

Curriculum mapping http: //www. vcaa. vic. edu. au/Pages/foundation 10/viccurriculum/historycmt. aspx

Historical Concepts and Skills Demonstrated and Assessed Deployed Practised Explicitly Taught The historical knowledge strand provides teachers the opportunities to explicitly teach the skill and/or concept in a context, practice, deploy it and with and other contexts across the 2 levels band.

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

Scope and sequence F-10 http: //victoriancurriculum. vcaa. vic. edu. au/the-humanities/history/introduction/scope-and-sequence Progression of Historical Concepts and Skills Progression along the continuum of learning

Progression of concepts and skills 5 -6 F-2 Identify and describe patterns of continuity and change…. Identify examples of continuity and change…. 3 -4 Identify and describe continuity and change over time…. 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

Using historical sources as evidence Foundation – Level 2 Levels 3 and 4 Levels 5 and 6 Identify the content features of primary sources when describing the significance of people, places or events Identify the origin and content features of primary sources when describing the significance of people, places and events Identify the origin, content features and the purpose of historical sources and describe the context of these sources when explaining daily life in colonial Australia, reasons for migration and causes and effects of Federation Identify perspectives about changes to daily life from people in the past or present Describe perspectives of people from the past Describe perspectives and identify ideas, beliefs and values of people and groups in the past Achievement Standard …They use sources (physical, visual, oral) including the perspectives of others (parents, grandparents) to describe changes to daily life and the significance of people, places or events. They compare objects from the past and present… …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… …. They identify a range of sources and locate and compare information about the origin, content features and the purpose of historical sources. Students describe the historical context of these sources to describe perspectives of people from the past and recognise different points of view….

Terminology • Assess against Achievement Standards for DET reporting purposes. • Towards Level 4 • At Level 4 • Towards Level 6 • If students are working beyond Level 4 they will be working towards Level 6 • In between the Achievement Standards, teachers develop Indicative Progress • What will progress look like in this unit?

VCAA Indicative Progress examples • What are they? ‒ Suggestions only ‒ Illustrative ‒ Stimulus for school level discussions • What are they not designed for? ‒ Direct use in reporting ‒ Translation directly into mark books

Indicative progress http: //www. vcaa. vic. edu. au/Pages/foundation 10/viccurriculum/history/cpa. aspx

Evidence based practice • Consider ‘simple explanation’ in the rubric • What does this look like in student work produced? • Compare work within and across classes

Levels 3 and 4 Indicative Progress Levels 5 and 6 …. students explain how What would student learning look like as they work towards Level 6? …. students identify 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…. . Progression of Historical Concepts and Skills describe change and continuity and explain the causes and effects of change on society. They compare the different experiences and perspectives of people in the past. They explain the significance of an individual and group. Students sequence events and people (their lifetime) in chronological order, and represent time by creating timelines. . . ….

VCAA IP examples - Broad Features CONTEXT CURRICULUM IP EXAMPLES

Designing learning tasks • Starts with the curriculum – what do we want our students to understand? • Curriculum Planning advice: http: //www. vcaa. vic. edu. au/Pages/foundation 10/vi ccurriculum/curriculumplanning. aspx • Where will you fit this is?

Curriculum planning and reporting http: //www. vcaa. vic. edu. au/Documents/viccurric/Revised. F-10 Curriculum. Planning. Reporting. Guidelines. pdf http: //www. education. vic. gov. au/school/teachers/support/Pages/reportcards. aspx

Contact Gerry Martin Curriculum Manager, History and Civics 61 3 9032 1694 0428 039 083 martin. gerard. f@edumail. vic. gov. au