Victorian Curriculum Historical concepts and skills - PowerPoint Presentation

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Victorian Curriculum

Historical concepts and skills

Strand

History 7-10Slide2
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Victorian Curriculum History Structure

HISTORICAL CONCEPTS AND SKILLS

HISTORICAL KNOWLEDGESlide4

History Curriculum

Do:

What do we want students to be able to do?

Know:

What do we want students to know

Think about:

How should students think about the past? Slide5

1. Exploring the Historical concepts and skills strandSlide6
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Strand: Historical Concepts and SkillsSlide8

Strand: Historical Knowledge Levels 7 and 8

Historical Concepts and Skills are explicit in

the strand content descriptors

.

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

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 pastSlide9

Sequencing ChronologySlide10

Activities

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. Slide11

Using Historical Sources as Evidence

Winburg

2001Slide12

Sourcing Questions

1.

Identification

What type of source is it? Who created the source? When was is created?What was happening at the time it was created? What events are described in the source?

Who is represented? 2. AttributionHow

might the events or conditions at the time in which the document was created affect it content?

What is the purpose of the source? Who is the intended audience? What is the perspective of the author? Slide13

Sourcing Questions

Close Analysis

What are the features of the source (literal and symbolic elements)?

What claims does the author make? author’s perspective or

intent or claims? How does the author use language, words, symbols, gestures, colours to persuade the audience? What was their meaning at the time?

What

is the purpose of the source?Why did they create it?Comparing Sources Can the source be corroborated with other sources? How does this source compare to another?

What are the similarities and differences between sources? Why may they exist?What do other sources say?

Do they agree or contradiction this source? Are they an accurate representation of events, causses, and perspectives?

Is it a reliable source? Why or why not? Slide14

Activity

Choose three sources and conduct an analysis

.

Identify features,Describe the sourceExplain the contextDiscuss purpose

Compare with other sources-Discuss accuracy and reliability Construct an argument Slide15

Identifying Continuity and ChangeSlide16

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

actionsDesign questions to explore change.

Using multiple sources on a event, identify change and explain why change may have happened. Slide17

Living Graph (Dawson, I. Timelines and Living Graphs. Thinking

History)

Living GraphSlide18

Analysing causes and effectSlide19

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

Effects

Actions

that cause change often have intended and unintended consequences Turning Points

The

point at which a very significant change occurs; a decisive moment. a moment when the course of events is changedSlide20

Activities

Choose a source and explain why it is a cause?

Or an effect?

Group primary 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 CausesGroup the causes according to SCHEEPT factors 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. Slide21

WHAT CAUSED THE X EVENT?

Provide students with a list of events, ideas, individuals and groups.

If

the cause is important, place it in the rectangle. The greater the

cause,

the closer to the centre place the source/idea.

If it is not relevant, place outside the circle.

Explain your reasoning behind your choice. Slide22

D

etermining

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?Slide23

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.Slide24

2. Approaches to curriculum development and assessment. Slide25

Developing a learning program

How long do I have to teach a particular Unit of work?

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?What prior understanding of historical concepts and skills do students have?Slide26

Curriculum mapping

http://

www.vcaa.vic.edu.au/Pages/foundation10/viccurriculum/history/historycmt.aspx

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Historical Concepts and Skills

T

he

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. Slide28

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 2013Slide29

Scope and sequence F-10

http

://

victoriancurriculum.vcaa.vic.edu.au/the-humanities/history/introduction/scope-and-sequence

Historical Concepts and

Skills Levels 7-8

Chronology

Sequence significant events in chronological order to analyse the causes and effects and identify continuities and changes

Describe and explain the broad patterns of change over the period from the Ancient to the Modern

World

Historical sources as evidence

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

Continuity and change

Identify and explain patterns of continuity and change in society to the way of

life

Cause and effect

Analyse the causes and effects of significant events that caused change and/or a decline over the

period

Historical significance

Evaluate the role and achievement of a significant individual, development and/or cultural achievement that led to progress

Achievement Standard Levels 7-8

Historical Concepts and

Skills Levels 9-10

Chronology

Sequence significant events in chronological order to support analysis of the causes and effects of these events and identify the changes they brought about

Analyse and evaluate the broad patterns of change over the period

1750–present

Historical sources as evidence

Analyse and corroborate sources and evaluate their accuracy, usefulness and reliability

Analyse the different perspectives of people in the past and evaluate how these perspectives are influenced by significant events, ideas, location, beliefs and values

Evaluate different historical interpretations and contested

debates

Continuity and change

Identify and evaluate patterns of continuity and change in the development of the modern world and

Australia

Cause and effect

Analyse

the long term causes, short term triggers and the intended and unintended effects of significant events and

developments

Historical significance

Evaluate the historical significance of an event, idea, individual or place

Achievement Standard Levels 9-10

PROGRESSION ALONG THE CONTINUUM OF LEARNING

PROGRESSION OF HISTORICAL CONCEPTS AND SKILLS Slide30

Progression of concepts and skills

7-8

Identify

and describe patterns of continuity and

change in society and daily life

9-10

Identify

and

evaluate

patterns of continuity and change…Slide31

U

sing

historical sources as

evidence

Levels 7 and 8Levels 9 and10Analyse and corroborate sources and ask questions about their accuracy, usefulness and reliabilityAnalyse and corroborate sources and evaluate their accuracy, usefulness and reliability

Analyse the different perspectives of people in the past

Analyse the different perspectives of people in the past and evaluate how these perspectives are influenced by significant events, ideas, location, beliefs and valuesExplain different historical interpretations and contested debates about the pastEvaluate different historical interpretations and contested debatesAchievement Standard

Achievement Standard …. 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…..

….They locate and select historical sources and identify their origin, purpose and content features. Students explain the context of these sources to identify motivations, values and attitudes. They compare and contrast historical sources and evaluate their accuracy, usefulness and reliability. Students analyse the different perspectives of people in the past and evaluate how these perspectives are influenced by the significant events, ideas, location, beliefs and values.….Slide32

Terminology

Assess against Achievement Standards for DET reporting purposes.

Towards Level 4

At Level 4Towards Level 6If students are working beyond Level 4 they will be working towards Level 6In between the Achievement Standards, teachers develop Indicative Progress

What will progress look like in this unit?Slide33

VCAA Indicative Progress examples

What are they?

Suggestions only

Illustrative Stimulus for school level discussions What are they not designed for?

Direct use in reportingTranslation directly into mark booksSlide34

Indicative progress

http://

www.vcaa.vic.edu.au/Pages/foundation10/viccurriculum/history/cpa.aspx

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Evidence based practice

Consider ‘simple explanation’ in the rubric

What does this look like in student work produced?

Compare work within and across classesSlide36

Level 7-8

Indicative

Progress

Level 9-10

…. 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…..What would student learning look like as they work towards Level 10?

….They locate and select historical sources and identify their origin, purpose and content features. Students explain the context of these sources

to identify motivations, values and attitudes. They compare and contrast historical sources and evaluate their accuracy, usefulness and reliability. Students analyse the different perspectives of people in the past and evaluate how these perspectives are influenced by the significant events, ideas, location, beliefs and values.….

PROGRESSION OF HISTORICAL CONCEPTS AND SKILLS Slide37

Levels 3

and 4

Indicative

ProgressLevels 5 and 6

…. 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…..What would student learning look like as they work towards Level 6?

….

students identify and 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...….

PROGRESSION OF HISTORICAL CONCEPTS AND SKILLS Slide38

VCAA IP examples - Broad Features

CONTEXT

CURRICULUM

IP EXAMPLESSlide39

Rubrics

Develop Assessment Rubrics using the Achievement Standards Slide40

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/foundation10/viccurriculum/curriculumplanning.aspxWhere will you fit this is?Slide41

Curriculum

planning

and reporting

http://www.vcaa.vic.edu.au/Documents/viccurric/RevisedF-10CurriculumPlanningReportingGuidelines.pdf

http://www.education.vic.gov.au/school/teachers/support/Pages/reportcards.aspxSlide42

Contact

Gerry

Martin

Curriculum Manager, History and Civics61 3 9032 16940428 039 083martin.gerard.f@edumail.vic.gov.au