Victorian Curriculum History 7 10 Familiarisation Gerry Martin
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Victorian Curriculum History 7– 10 Familiarisation Gerry Martin Acting Curriculum Manager History and Civics and Citizenship
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.
Overview § The History curriculum is written for Levels F – 10. § The Humanities include four disciplines Economics and Business Geography Civics and Citizenship History The Humanities
Key changes • Historical methods and procedures are strengthened and explicit in both strands • Two strands o Historical Concepts and Skills o Historical Knowledge • Removal of duplication and pedagogy o Historical questions and research (Australian Curriculum) now sits in the Critical and Creative Thinking Capability- Questions and Possibilities o Explanation and communication- is the product of student historical thinking
Key changes • 11 levels changed to five bands o 2 level bands e. g. Level 3 -4 o Achievement Standard at each two level band o Consistent with other learning areas o Strengthen curriculum coherence o Greater flexibility for schools in how to organise the delivery of the history curriculum
History Structure l ica or ts st ep ls Hi nc kil Co d S an al e ric dg to le is H ow Kn
Key Changes • Depth Studies and Overview (Aus. VELS) 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
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
Strand: Historical Concepts and Skills determining historical significance sequencing chronology using historical sources as evidence analysing cause and effect identifying continuity and change
Scope and Sequence Progression of Historical Concepts and Skills Hist oric a Kno wled l ge Achievement Standards at two level bands
Strand: Historical concepts and skills • In Levels 7 -10 the Overviews are now embedded in the Historical concepts and skills. Sequencing Chronology
Progression of concepts and skills Identify Continuity and Change F-2: Identify examples of continuity and change… 5 -6: Identify and describe patterns 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…
Strand: Historical Knowledge • Clarity and reduced repetition e. g. Level 7 and 8 • Elaborations contextualise the historical knowledge
Strand: Historical Knowledge Levels 7 and 8 Historical Concepts and Skills are explicit. Ancient world and early civilisations 60 000 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
Strand: Historical Knowledge • Level 7 - 8 Middle Ages and Early Exploration c. 650 AD (CE)– 1750 options have been restructured o Level 7 -8 The Black Death in Asia, Europe and Africa (14 th century plague) has been consolidated into Medieval Europe, Ottoman Empire, Mongol Expansion and Renaissance(cause) o 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
Victorian Curriculum Website Lets explore
Capabilities Wh dr ere a pr w o appr og n de res the opri ate lea velo sion rn p s ing tu to de nts 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.
Example 2 Levels 7 and 8 Inquiry: How can we be responsible for protecting archaeological sites such as the ancient city of Palmyra? 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 • Us co e th e n Sk cep the ills t ts an pr Inq o fra d oc es uiry me s Historical Knowledge Historical Concepts and Skills Ethical Capability • Understanding Concepts’- The significance and importance of Rights an Responsibilities conserving the remains and heritage of • Decision Making and the past Action
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
Curriculum Organisation: two-level bands Traditional organisation Level 7 • • Aboriginal and Torres Strait Islanders Peoples and Cultures Ancient world and early civilisations – 60 000 BC (BCE) – c. 650 AD (CE) o European and the Mediterranean world- Ancient Rome o The Asian-Pacific world –China Level 8 Middle Ages and early exploration o European and the Mediterranean world- Medieval Europe o The Asian-Pacific world – Mongol Expansion (c. 1206 -1368) o Expanding Contacts: Discovery and Exploration - Renaissance Italy Alternate organisation Level 7 • Aboriginal and Torres Strait Islanders Peoples and Cultures • European and the Mediterranean worldo Ancient Rome o Medieval Europe (c. 590 – c. 1500) o Renaissance Italy (c. 1400 - c. 1600) Level 8 • The Asian-Pacific World o China o Mongol Expansion (c. 1206 – c. 1368)
Locating information Curriculum Resources and Support
Support q Phase 1: Professional learning for principals/curriculum leaders q Phase 2: School-based planning q Phase 3: Professional learning in specialist areas
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
Curriculum Planning q Curriculum Mapping Templates
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 2017. In other words, schools will have the remainder of 2015 and all of 2016 to prepare for full implementation in 2017. 2015 -16 • • Aus. VELS curriculum • available Aus. VELS website • archived December 2016 From 2015 Victorian Curriculum available Full implementation from 2017
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
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)
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 Standards • Progression of concepts and Achievement skills Standard
Contact Gerry Martin Acting Curriculum Manger History and Civics and Citizenship Ø Telephone: 61 3 9032 1694 Ø Mobile: 04 3911 3496 Ø e-mail: martin. gerard. f@edumail. vic. gov. au
Additional contact details VCAA websites Victorian Curriculum http: //victoriancurriculum. vcaa. vic. edu. au/ Curriculum Planning Resources: http: //curriculumplanning. vcaa. vic. edu. au/home Contacts Sharon Foster Manager Victorian Curriculum Phone: (03) 9032 1680 Email: foster. sharon. a@edumail. vic. gov. au
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