Victorian Curriculum Historical concepts and skills - PowerPoint Presentation

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Victorian Curriculum

Historical concepts and skills

Strand

History F-6Slide2
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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
Slide7

Strand: Historical Concepts and SkillsSlide8

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 

(VCHHK072)

A

significant

example of

change

and a significant example of

continuity

over time in the local community, region or state/territory 

(VCHHK073)

The role that people of diverse backgrounds have played in the development and character of the local community and/or other societies 

(VCHHK074)

One

significant

narrative, myths or celebration from the past 

(VCHHK075)

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

(VCHHK076)

Significance

of celebrations and commemorations in other places around the world

(VCHHK077)Slide9

Sequencing ChronologySlide10

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. 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 events are described in the source?

Who is represented? 2. Attribution What

is the purpose of the source?

Who is the intended audience?

3.Close Analysis

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

4. Comparing Sources

How does this source compare to another?

What are the similarities and differences between sources? Why may they exist?Slide13

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 sourceExplain the context

Discuss purposeCompare with other sources-Slide14

Identifying Continuity and ChangeSlide15

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. Slide16

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

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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 changedSlide18

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 CausesChoose 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. Slide19

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. Slide20

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?Slide21

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.Slide22

2. Approaches

to curriculum development and assessment. Slide23

Developing a learning Program

How long do I have to teach a particular

unit

of work/learning?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?Slide24

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. Slide26

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 2013Slide27

Scope and sequence F-10

http

://

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

Progression

along the continuum of learning

Progression of Historical Concepts and Skills Slide28

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…Slide29

U

sing

historical sources as

evidence

Foundation – Level 2Levels 3 and 4Levels 5 and 6Identify 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 FederationIdentify perspectives about changes to daily life from people in the past or presentDescribe perspectives of people from the pastDescribe perspectives and identify ideas, beliefs and values of people and groups in the pastAchievement Standard

Achievement Standard

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….Slide30

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?Slide31

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 booksSlide32

Indicative progress

http://

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

Slide33

Evidence based practice

Consider ‘simple explanation’ in the rubric

What does this look like in student work produced?

Compare work within and across classesSlide34

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 Slide35

VCAA IP examples - Broad Features

CONTEXT

CURRICULUM

IP EXAMPLESSlide36

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?Slide37

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.aspxSlide38

Contact

Gerry

Martin

Curriculum Manager, History and Civics61 3 9032 16940428

039 083martin.gerard.f@edumail.vic.gov.au